Rules of Good Studying & Bibliography

10 Rules of Good Studying
Excerpted from A Mind for Numbers: How to Excel in Math and Science (Even if You Flunked
Algebra), by Barbara Oakley, Penguin, July, 2014
1. Use recall. After you read a page, look away and recall the main ideas. Highlight very little,
and never highlight anything you havent put in your mind first by recalling. Try recalling main
ideas when you are walking to class or in a different room from where you originally learned it.
An ability to recallto generate the ideas from inside yourselfis one of the key indicators of
good learning.
2. Test yourself. On everything. All the time. Flash cards are your friend.
3. Chunk your problems. Chunking is understanding and practicing with a problem solution so
that it can all come to mind in a flash. After you solve a problem, rehearse it. Make sure you
can solve it coldevery step. Pretend its a song and learn to play it over and over again in
your mind, so the information combines into one smooth chunk you can pull up whenever you
want.
4. Space your repetition. Spread out your learning in any subject a little every day, just like an
athlete. Your brain is like a muscleit can handle only a limited amount of exercise on one
subject at a time.
5. Alternate different problem-solving techniques during your practice. Never practice too
long at any one session using only one problem-solving techniqueafter a while, you are just
mimicking what you did on the previous problem. Mix it up and work on different types of
problems. This teaches you both how and when to use a technique. (Books generally are not
set up this way, so youll need to do this on your own.) After every assignment and test, go over
your errors, make sure you understand why you made them, and then rework your solutions. To
study most effectively, handwrite (dont type) a problem on one side of a flash card and the
solution on the other. (Handwriting builds stronger neural structures in memory than typing.)
You might also photograph the card if you want to load it into a study app on your smartphone.
Quiz yourself randomly on different types of problems. Another way to do this is to randomly flip
through your book, pick out a problem, and see whether you can solve it cold.
6. Take breaks. It is common to be unable to solve problems or figure out concepts in math or
science the first time you encounter them. This is why a little study every day is much better
than a lot of studying all at once. When you get frustrated with a math or science problem, take
a break so that another part of your mind can take over and work in the background.
7. Use explanatory questioning and simple analogies. Whenever you are struggling with a
concept, think to yourself, How can I explain this so that a ten-year-old could understand
it? Using an analogy really helps, like saying that the flow of electricity is like the flow of water.
Dont just think your explanationsay it out loud or put it in writing. The additional effort of
speaking and writing allows you to more deeply encode (that is, convert into neural memory
structures) what you are learning.
8. Focus. Turn off all interrupting beeps and alarms on your phone and computer, and then turn
on a timer for twenty-five minutes. Focus intently for those twenty-five minutes and try to work
as diligently as you can. After the timer goes off, give yourself a small, fun reward. A few of
these sessions in a day can really move your studies forward. Try to set up times and places
where studyingnot glancing at your computer or phoneis just something you naturally do.
9. Eat your frogs first. Do the hardest thing earliest in the day, when you are fresh.
10. Make a mental contrast. Imagine where youve come from and contrast that with the dream
of where your studies will take you. Post a picture or words in your workspace to remind you of
your dream. Look at that when you find your motivation lagging. This work will pay off both for
you and those you love!
Ten Rules of Bad Studying

Excerpted from A Mind for Numbers: How to Excel in Math and Science (Even if You Flunked
Algebra), by Barbara Oakley, Penguin, July, 2014
Avoid these techniquesthey can waste your time even while they fool you into thinking
youre learning!
1. Passive rereadingsitting passively and running your eyes back over a page. Unless you
can prove that the material is moving into your brain by recalling the main ideas without
looking at the page, rereading is a waste of time.
2. Letting highlights overwhelm you. Highlighting your text can fool your mind into thinking you
are putting something in your brain, when all youre really doing is moving your hand. A little
highlighting here and there is okaysometimes it can be helpful in flagging important points.
But if you are using highlighting as a memory tool, make sure that what you mark is also going
into your brain.
3. Merely glancing at a problems solution and thinking you know how to do it. This is one
of the worst errors students make while studying. You need to be able to solve a problem stepby-step, without looking at the solution.
4. Waiting until the last minute to study. Would you cram at the last minute if you were
practicing for a track meet? Your brain is like a muscleit can handle only a limited amount of
exercise on one subject at a time.
5. Repeatedly solving problems of the same type that you already know how to solve. If
you just sit around solving similar problems during your practice, youre not actually preparing
for a testits like preparing for a big basketball game by just practicing your dribbling.
6. Letting study sessions with friends turn into chat sessions. Checking your problem
solving with friends, and quizzing one another on what you know, can make learning more
enjoyable, expose flaws in your thinking, and deepen your learning. But if your joint study
sessions turn to fun before the work is done, youre wasting your time and should find another
study group.
7. Neglecting to read the textbook before you start working problems. Would you dive into a
pool before you knew how to swim? The textbook is your swimming instructorit guides you
toward the answers. You will flounder and waste your time if you dont bother to read it. Before
you begin to read, however, take a quick glance over the chapter or section to get a sense of
what its about.
8. Not checking with your instructors or classmates to clear up points of
confusion. Professors are used to lost students coming in for guidanceits our job to help
you. The students we worry about are the ones who dont come in. Dont be one of those
students.
9. Thinking you can learn deeply when you are being constantly distracted. Every tiny pull
toward an instant message or conversation means you have less brain power to devote to
learning. Every tug of interrupted attention pulls out tiny neural roots before they can grow.
10. Not getting enough sleep. Your brain pieces together problem-solving techniques when you
sleep, and it also practices and repeats whatever you put in mind before you go to sleep.
Prolonged fatigue allows toxins to build up in the brain that disrupt the neural connections you
need to think quickly and well. If you dont get a good sleep before a test, NOTHING ELSE
YOU HAVE DONE WILL MATTER
Week 1 Reading (NOTE: All these readings

are optional)
Chapters 1-3 of A Mind for Numbers are especially helpful in providing helpful information
and additional exercises related to the materials of Week 1.
Worthwhile Additional Popular Articles:
John Hamilton. (October 17, 2013). "Brains Sweep Themselves Clean of Toxins During
Sleep." NPR All Things Considered.

Anne Trafton. (July 21, 2014), "Try, try again? Study says no: Trying harder makes it more
difficult to learn some aspects of language, neuroscientists find."Science Daily
Richard C. Mohs. "How Human Memory Works." How Stuff Works. Notice that what Dr.
Mohs calls "short term memory" in his excellent article is almost the same as "working
memory." Also, Dr. Mohs retains the "seven slots" theory of working memory--researchers
still differ in their perspectives about this.
James Morehead (June 19, 2012). "Stanford Universitys Carol Dweck on the Growth
Mindset and Education." OneDublin.org.
Gretchen Reynolds. (April 30, 2014). "Want to be More Creative? Take a Walk." The New
York Times.
Brigid Schulte, (May 16, 2014). "For a more productive life, daydream." CNN Opinion.
Sumathi Reddy, (July 21, 2014). "Why Seven Hours of Sleep Might Be Better than
Eight." The Wall Street Journal.
Wright, Robert, (April 21, 2012). "How to Break the Procrastination Habit" The Atlantic.
(Charles Duhigg's book,The Power of Habit, which is mentioned in the article, is also great!)
Heavier Duty References:

1-1 Introduction to the focused and diffuse modes,
Andrews-Hanna, J.R. "The Brain's Default Network and Its Adaptive Role in Internal
Mentation." Neuroscientist 18, no. 3 (Jun 2012): 251-70.
Immordino-Yang, M. H., 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): 352-64.
Moussa MN, Steen MR, Laurienti PJ, Hayasaka S (2012) Consistency of Network
Modules in Resting-State fMRI Connectome Data. PLoS ONE 7(8): e44428.
doi:10.1371/journal.pone.0044428.
Raichle, Marcus E, and Abraham Z Snyder. "A Default Mode of Brain Function: A Brief
History of an Evolving Idea." NeuroImage 37, no. 4 (2007): 1083-90.
1-3 Using the focused and diffuse modes: (Or, a little Dal will do ya)
Dali, Salvador. Fifty Secrets of Magic Craftsmanship. Dover, 1948 (reprint 1992).
Root-Bernstein, Robert S., and Michelle M. Root-Bernstein. Sparks of Genius. NY:

Houghton Mifflin, 1999.
Takeuchi, H., Y. Taki, H. Hashizume, Y. Sassa, T. Nagase, R. Nouchi, and R. Kawashima.

"The Association between Resting Functional Connectivity and Creativity." Cerebral
Cortex 22, no. 12 (Jan 10 2012): 2921-29.
1-3A What is learning?
Michael D. Fox and Michael Greicius, Clinical applications of resting state functional
connectivity , Front. Syst. Neurosci., 16 June 2010.
Fox, M. D., Corbetta, M., Snyder, A. Z., Vincent, J. L., and Raichle, M. E. (2006a).
Spontaneous neuronal activity distinguishes human dorsal and ventral attention
systems. Proceedings of the National Academy of Sciences U.S.A.103, 1004610051.
Fox M. D., Snyder A. Z., Vincent J. L., Corbetta M., Van Essen D. C., Raichle M. E.
(2005). The human brain is intrinsically organized into dynamic, anticorrelated functional
networks. Proceedings of the National Academy of Sciences U.S.A. 102, 9673
967810.1073/pnas.0504136102.
Guang Yang et al. Sleep promotes branch-specific formation of dendritic spines after
learning, Science 344, 1173 (2014).
1-4 A procrastination preview
Boice, Robert. Procrastination and Blocking. Westport, CT: Praeger, 1996.

Lyons, I.M., and S.L. Beilock. "When Math Hurts: Math Anxiety Predicts Pain Network
Activation in Anticipation of Doing Math." PLoS ONE 7, no. 10 (2012): e48076.
Steel, Piers. The Procrastination Equation. NY: Random House, 2010.
Steel, Piers. "The Nature of Procrastination: A Meta-Analytic and Theoretical Review of

Quintessential Self-Regulatory Failure." Psychological Bulletin 133, no. 1 (Jan 2007): 65-94.
Tuckman, Bruce W., and Henri C. Schouwenburg. "Behavioral Interventions for Reducing
Procrastination among University Students." In Counseling the Procrastinator in Academic
Settings, edited by H.C. Schouwenburg, CH Lay, TA Pychyl and JR Ferrari Washington, DC:
American Psychological Association, 2004.
1-5 Practice makes permanent
Brown, J.S., A. Collins, and P. Duguid."Situated Cognition and the Culture of

Learning." Educational Researcher 18, no. 1 (1989): 32-42.
Dunlosky, John, Katherine A Rawson, Elizabeth J Marsh, Mitchell J Nathan, and Daniel T
Willingham. "Improving Students Learning with Effective Learning Techniques: Promising
Directions from Cognitive and Educational Psychology." Psychological Science in the Public
Interest 14, no. 1 (2013): 4-58.
Ericsson, Karl Anders. Development of Professional Expertise. NY: Cambridge

University Press, 2009.
Geary, David C. The Origin of Mind. Washington, DC: American Psychological

Association, 2005.
Geary, David C, A Wade Boykin, Susan Embretson, Valerie Reyna, Robert Siegler,
Daniel B Berch, and J Graban. "Task Group Reports of the National Mathematics Advisory
Panel; Chapter 4: Report of the Task Group on Learning Processes." In, (2008):
2008.http://www2.ed.gov/about/bdscomm/list/mathpanel/report/learning-processes.pdf.
Guida, A., F. Gobet, H. Tardieu, and S. Nicolas. "How Chunks, Long-Term Working
Memory and Templates Offer a Cognitive Explanation for Neuroimaging Data on Expertise
Acquisition: A Two-Stage Framework." Brain and Cognition 79, no. 3 (Aug 2012): 221-44.
Karpicke, Jeffrey D. "Retrieval-Based Learning Active Retrieval Promotes Meaningful

Learning." Current Directions in Psychological Science 21, no. 3 (2012): 157-63.
Karpicke, Jeffrey D, and Phillip J Grimaldi. "Retrieval-Based Learning: A Perspective for

Enhancing Meaningful Learning." Educational Psychology Review 24, no. 3 (2012): 401-18.
Karpicke, Jeffrey D, and Henry L Roediger. "The Critical Importance of Retrieval for
Learning." Science 319, no. 5865 (2008): 966-68.
Karpicke, Jeffrey D, Andrew C Butler, and Henry L Roediger III. "Metacognitive Strategies
in Student Learning: Do Students Practice Retrieval When They Study on Their
Own?". Memory 17, no. 4 (2009): 471-79.
Karpicke, J. D., and J. R. Blunt. "Retrieval Practice Produces More Learning Than
Elaborative Studying with Concept Mapping." Science 331, no. 6018 (Feb 11 2011): 772-5.
Karpicke, J.D., and J.R. Blunt. "Response to Comment on 'Retrieval Practice Produces
More Learning Than Elaborative Studying with Concept Mapping'."Science 334, no. 6055
(2011): 453-53.
Kornell, Nate, Matthew Jensen Hays, and Robert A Bjork. "Unsuccessful Retrieval
Attempts Enhance Subsequent Learning." Journal of Experimental Psychology: Learning,
Memory, and Cognition 35, no. 4 (2009): 989.
Kornell, N., A. D. Castel, T. S. Eich, and R. A. Bjork. "Spacing as the Friend of Both
Memory and Induction in Young and Older Adults." Psychology and Aging25, no. 2 (Jun
2010): 498-503.
McDaniel, M. A., and A. A. Callender. "Cognition, Memory, and Education." In Cognitive

Psychology of Memory, Vol 2 of Learning and Memory, edited by Henry L Roediger. 819-43.
Oxford, UK: Elsevier, 2008.
Roediger, Henry L., and Mary A. Pyc. "Inexpensive Techniques to Improve Education:
Applying Cognitive Psychology to Enhance Educational Practice."Journal of Applied
Research in Memory and Cognition 1, no. 4 (2012): 242-48.
Roediger, Henry L, and Andrew C Butler. "The Critical Role of Retrieval Practice in Long-
Term Retention." Trends in Cognitive Sciences 15, no. 1 (2011): 20-27.

Roediger, Henry L, and Jeffrey D Karpicke. "The Power of Testing Memory: Basic
Research and Implications for Educational Practice." Perspectives on Psychological

Science 1, no. 3 (2006): 181-210.
Rohrer, Doug, and Harold Pashler. "Increasing Retention without Increasing Study
Time." Current Directions in Psychological Science 16, no. 4 (2007): 183-86.
Taylor, Kelli, and Doug Rohrer. "The Effects of Interleaved Practice." Applied Cognitive
Psychology 24, no. 6 (2010): 837-48.
See also extensive endnote references and discussions in Chapters 2 and 3, A Mind for
Numbers, Barbara Oakley, Penguin, 2014.
1-6 Introduction to memory
Baddeley, A., Eysenck, M. W., & Anderson, M. C. (2009). Memory. NY: Psychology
Press.
Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H. (2012). Using
spacing to enhance diverse forms of learning: Review of recent research and implications for
instruction. Educational Psychology Review, 24(3), 369-378. doi: 10.1007/s10648-012-9205z
Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of
mental storage capacity. Behavioral and Brain Sciences, 24(1), 87-114.

Dudai, Y. (2004). The neurobiology of consolidations, or, how stable is the
engram? Annual Review of Psychology, 55, 51-86.

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), 458.
Guida, A., Gobet, F., Tardieu, H., & Nicolas, S. (2012). How chunks, long-term working
memory and templates offer a cognitive explanation for neuroimaging data on expertise
acquisition: A two-stage framework. Brain and Cognition, 79(3), 221-244. doi:
10.1016/j.bandc.2012.01.010
Rawson, K. A., & Dunlosky, J. (2011). Optimizing schedules of retrieval practice for
durable and efficient learning: How much is enough? Journal of Experimental Psychology:
General, 140(3), 283.
Rohrer, Doug, Robert F. Dedrick, and Kaleena Burgess. "The Benefit of Interleaved
Mathematics Practice Is Not Limited to Superficially Similar Kinds of
Problems." Psychonomic Bulletin & Review in press (2013).
Rohrer, D., & Pashler, H. (2010). Recent research on human learning challenges
conventional instructional strategies. Educational Researcher, 39(5), 406-412.
1-7 The Importance of sleep in learning
Djonlagic, I., A. Rosenfeld, D. Shohamy, C. Myers, M. Gluck, and R. Stickgold. "Sleep

Enhances Category Learning." Learning & Memory 16, no. 12 (Dec 2009): 751-5.
Eichenbaum, H. "To Sleep, Perchance to Integrate." PNAS, 104, no. 18 (May 1 2007):
7317-8.
Ellenbogen, J.M., P.T. Hu, J.D. Payne, D. Titone, and M.P. Walker. "Human Relational
Memory Requires Time and Sleep." PNAS, 104, no. 18 (2007): 7723-28.
Erlacher, Daniel, and Michael Schredl. "Practicing a Motor Task in a Lucid Dream
Enhances Subsequent Performance: A Pilot Study." The Sport Psychologist, 24, no. 2
(2010): 157-67.
Moss, R. The Secret History of Dreaming. Novato, CA: New World Library, 2008.
Scullin, M. K., and M. A. McDaniel. "Remembering to Execute a Goal: Sleep on

It!" Psychological Science 21, no. 7 (Jul 2010): 1028-35.
Stickgold, Robert, and Jeffrey M Ellenbogen. "Quiet! Sleeping Brain at Work." Scientific
American Mind 19, no. 4 (2008): 22-29.
Wamsley, Erin J., Matthew Tucker, Jessica D. Payne, Joseph A. Benavides, and Robert
Stickgold. "Dreaming of a Learning Task Is Associated with Enhanced Sleep-Dependent
Memory Consolidation." Current Biology, 20, no. 9 (2010): 850-55.
Xie, Lulu, Hongyi Kang, Qiwu Xu, Michael J Chen, Yonghong Liao, Meenakshisundaram
Thiyagarajan, John ODonnell, et al. "Sleep Drives Metabolite Clearance from the Adult
Brain." Science, 342, no. 6156 (2013): 373-77.

are optional)
Chapters 4 and 7 of A Mind for Numbers are especially helpful in providing helpful information
Worthwhile Popular Articles
Robin Scott, "The 30 Second Habit That Can Have a Big Impact On Your Life," Feb 18,
2014, The Huffington Post. This is actually a wonderful article on chunking!
Richard Wiseman, "Be lucky - it's an easy skill to learn," The Telegraph, Jan 9, 2003.
Yes, Lady Luck DOES favor some--and for a reason!
David Glenn,"Divided Attention," February 28, 2010, The Chronicle of Higher Education.
Steve Mensing, "Dunning-Kruger Effect: When Distorted Self-Perception and Illusions of

Competence Trick Entertainers, Politicians, and Cities," Nov 26, 2013, Rowan Free Press.
Errol Morris, "The Anosognosics Dilemma: Somethings Wrong but Youll Never Know
What It Is (Part 1)," June 20, 2010, The New York Times, Opinionator.
Maria Konnikova, "What's Lost as Handwriting Fades," June 2, 2014, The New York
Times.
Carl Zimmer, "This is Your Brain on Writing," June 20, 2014, The New York Times. A nice
discussion of the caudate nucleus, which is involved in habitual, chunking type activities in all
sorts of areas, including sports, and its role in writing expertise.
Heavier Duty References
Beilock, S. (2010). Choke. NY: Free Press.

Ericsson, K. A. (2009). Development of Professional Expertise. NY: Cambridge University
Press.
Gobet, F., & Clarkson, G. (2004). Chunks in expert memory: Evidence for the magical
number four or is it two? Memory, 12(6), 732-747.
Gobet, F., Lane, P. C. R., Croker, S., Cheng, P. C. H., Jones, G., Oliver, I., & Pine, J. M.
(2001). Chunking mechanisms in human learning. Trends in Cognitive Sciences, 5(6), 236243.
10.1016/j.bandc.2012.01.010
Nyhus, E., & Curran, T. (2010). Functional role of gamma and theta oscillations in
episodic memory. Neuroscience and Biobehavioral Reviews, 34(7), 1023-1035. doi:
10.1016/j.neubiorev.2009.12.014.
2-2 How to form a chunk - Part 1
Baddeley, Alan, Michael W. Eysenck, and Michael C. Anderson. . NY: Psychology Press,
2009.
Bransford, John D, A. L. Brown, R. R. Cocking, M Suzanne Donovan, and JW Pellegrino.

"How People Learn." Washington, DC:National Academy Press, 2000.
Brent, Rebecca, and Richard M. Felder. "Learning by Solving Solved Problems."

Chemical Engineering Education 46, no. 1 (2012): 29-30.
Cho, Soohyun, Arron W. S. Metcalfe, Christina B. Young, Srikanth Ryali, David C. Geary,
and Vinod Menon. "Hippocampal-Prefrontal Engagement and Dynamic Causal Interactions in
the Maturation of Children's Fact Retrieval." Journal of Cognitive Neuroscience 24, no. 9
(2012): 1849-66.
Cooper, Graham, and John Sweller. "Effects of Schema Acquisition and Rule Automation
on Mathematical Problem-Solving Transfer." Journal of Educational Psychology 79, no. 4
(1987): 347.
Cree, George S, and Ken McRae. "Analyzing the Factors Underlying the Structure and
Computation of the Meaning of Chipmunk, Cherry, Chisel, Cheese, and Cello (and Many
Other Such Concrete Nouns)." Journal of Experimental Psychology - General 132, no. 2
(2003): 163-200.
Gobet, F., and N. Charness, eds. Chess and Games. edited by K. Anders Ercisson, Neil
Charness, Paul Feltovich and Robert R. Hoffman, Cambridge Handbook on Expertise and
Expert Performance: Cambridge University Press, 2006.
Gobet, F., and G. Clarkson. "Chunks in Expert Memory: Evidence for the Magical
Number Four or Is It Two?". Memory 12, no. 6 (2004): 732-47.
Gobet, F., P.C.R. Lane, S. Croker, P.C.H. Cheng, G. Jones, I. Oliver, and J.M. Pine.
"Chunking Mechanisms in Human Learning." Trends in Cognitive Sciences 5, no. 6 (2001):
236-43.
Gobet, Fernand. "Chunking Models of Expertise: Implications for Education." Applied

Cognitive Psychology 19, no. 2 (2005): 183-204.
Mastascusa, Edward J., William J. Snyder, and Brian S. Hoyt. Effective Instruction for
Stem Disciplines. San Francisco, CA: Jossey Bass, 2011.
Nyhus, E., and T. Curran. "Functional Role of Gamma and Theta Oscillations in Episodic
Memory." Neuroscience and Biobehavioral Reviews 34, no. 7 (Jun 2010): 1023-35.
Sweller, John, Paul Ayres, and Slava Kalyuga. Cognitive Load Theory. NY: Springer,
2011.
2-3 How to form a chunk - Part 2
Baddeley, Alan, Michael W. Eysenck, and Michael C. Anderson. Memory NY:

Psychology Press, 2009.

"How People Learn." Washington, DC: National Academy Press, 2000.
Brent, Rebecca, and Richard M. Felder. "Learning by Solving Solved

Problems." Chemical Engineering Education 46, no. 1 (2012): 29-30.
Cho, Soohyun, Arron W. S. Metcalfe, Christina B. Young, Srikanth Ryali, David C. Geary,
and Vinod Menon. "Hippocampal-Prefrontal Engagement and Dynamic Causal Interactions in
the Maturation of Children's Fact Retrieval." Journal of Cognitive Neuroscience 24, no. 9
(2012): 1849-66.
(1987): 347.
Cree, George S, and Ken McRae. "Analyzing the Factors Underlying the Structure and
Computation of the Meaning of Chipmunk, Cherry, Chisel, Cheese, and Cello (and Many
Other Such Concrete Nouns)." Journal of Experimental Psychology - General 132, no. 2
(2003): 163-200.
236-43.

Nyhus, E., and T. Curran. "Functional Role of Gamma and Theta Oscillations in Episodic
Memory." Neuroscience and Biobehavioral Reviews 34, no. 7 (Jun 2010): 1023-35.
Rohrer, Doug, and Harold Pashler. "Recent Research on Human Learning Challenges
Conventional Instructional Strategies." Educational Researcher 39, no. 5 (2010): 406-12.
Sweller, John, Paul Ayres, and Slava Kalyuga. Cognitive Load Theory. NY: Springer,
2011.
2-4 Illusions of Competence, the Importance of Recall, Mini-testing, and Making Mistakes
Baddeley, A., Eysenck, M. W., & Anderson, M. C. (2009). Memory. NY: Psychology
Press.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of
learning. Educational Researcher, 18(1), 32-42.
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), 458.
Dunning, D. (2011). Chapter 5: The Dunning-Kruger Effect: On Being Ignorant of One's

Own Ignorance (Vol. 44).
Geary, D. C., Boykin, A. W., Embretson, S., Reyna, V., Siegler, R., Berch, D. B., &
Graban, J. (2008). Task Group Reports of the National Mathematics Advisory Panel; Chapter
4: Report of the Task Group on Learning Processes. 2008.
10.1016/j.bandc.2012.01.010
Karpicke, J. D. (2012). Retrieval-based learning active retrieval promotes meaningful

learning. Current Directions in Psychological Science, 21(3), 157-163.
Karpicke, J. D., & Blunt, J. R. (2011). Response to comment on 'Retrieval practice

produces more learning than elaborative studying with concept mapping'.Science,
334(6055), 453-453.
Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than
elaborative studying with concept mapping. Science, 331(6018), 772-775. doi:
10.1126/science.1199327
Karpicke, J. D., Butler, A. C., & Roediger III, H. L. (2009). Metacognitive strategies in
student learning: Do students practice retrieval when they study on their own? Memory,
17(4), 471-479.
Karpicke, J. D., & Grimaldi, P. J. (2012). Retrieval-based learning: A perspective for

enhancing meaningful learning. Educational Psychology Review, 24(3), 401-418.
Keresztes, A., Kaiser, D., Kovacs, G., & Racsmany, M. (2013). Testing promotes longterm learning via stabilizing activation patterns in a large network of brain areas. Cerebral
Cortex((Advance access published Jun 24)). doi: 10.1093/cercor/bht158
Kornell, N., Hays, M. J., & Bjork, R. A. (2009). Unsuccessful retrieval attempts enhance
subsequent learning. Journal of Experimental Psychology: Learning, Memory, and Cognition,
35(4), 989.
Mastascusa, E. J., Snyder, W. J., & Hoyt, B. S. (2011). Effective Instruction for STEM
Disciplines. San Francisco, CA: Jossey Bass.
McDaniel, M. A., & Callender, A. A. (2008). Cognition, memory, and education. In H. L.

Roediger (Ed.), Cognitive Psychology of Memory, Vol 2 of Learning and Memory (pp. 819843). Oxford, UK: Elsevier.
Morris, E. (2010, June 20). "The Anosognosics Dilemma: Somethings Wrong but Youll
Never Know What It Is (Part 1)," The New York Times.
Pennebaker, J. W., Gosling, S. D., & Ferrell, J. D. (2013). Daily online testing in large
classes: Boosting college performance while reducing achievement gaps. PLoS ONE, 8(11),
e79774.
Pyc, M. A., & Rawson, K. A. (2010). Why testing improves memory: Mediator
effectiveness hypothesis. Science, 330(6002), 335-335.
Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term
retention. Trends in Cognitive Sciences, 15(1), 20-27.
Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research
and implications for educational practice. Perspectives on Psychological Science, 1(3), 181210.
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. doi: 10.1016/j.jarmac.2012.09.002
conventional instructional strategies. Educational Researcher, 39(5), 406-412.
2-5 The Value of a Library of Chunks: Compaction, Transfer, Creativity, and the Law of
Serendipity

"How People Learn." Washington, DC: National Academy Press, 2000.
(1987): 347.
236-43.

Ischebeck, A., L. Zamarian, M. Schocke, and M. Delazer. "Flexible Transfer of Knowledge

in Mental Arithmetic--an FMRI Study." NeuroImage 44, no. 3 (Feb 1 2009): 1103-12.
Johnson, Steve. Where Good Ideas Come From. NY: Riverhead, 2010.
Kounios, John, and Mark Beeman. "The Aha! Moment: The Cognitive Neuroscience of
Insight." Current Directions in Psychological Science 18, no. 4 (2009): 210-16.
Rocke, A.J. Image and Reality. Chicago, IL: University of Chicago Press, 2010.
Simon, H.A. "How Big Is a Chunk?". Science 183, no. 4124 (1974): 482-88.
Simon, H.A., and W.G. Chase. "Skill in Chess: Experiments with Chess-Playing Tasks
and Computer Simulation of Skilled Performance Throw Light on Some Human Perceptual
and Memory Processes." American Scientist 61, no. 4 (1973): 394-403.
Simonton, Dean Keith. Scientific Genius. NY: Cambridge University Press, 2009.
Solomon, Ines. "Analogical Transfer and 'Functional Fixedness' in the Science

Classroom." Journal of Educational Research 87, no. 6 (1994): 371-77.
2-6 Overlearning, Choking, the Einstellung Effect, and Interleaving

Bilalic, M., McLeod, P., & Gobet, F. (2008). Inflexibility of experts--reality or myth?
Quantifying the Einstellung effect in chess masters. Cognitive psychology, 56(2), 73-102. doi:
10.1016/j.cogpsych.2007.02.001
Bilali, M., McLeod, P., & Gobet, F. (2008). Why good thoughts block better ones: The
mechanism of the pernicious Einstellung (set) effect. Cognition, 108(3), 652-661. doi:
10.1016/j.cognition.2008.05.005
Carey, B. (2012). "Cognitive science meets pre-algebra." New York Times, Sep 2.
Duarte, N. (2012). HBR Guide to Persuasive Presentations: Harvard Business Review

Press.
Feynman, R. (1985). "Surely You're Joking, Mr. Feynman". NY: W. W. Norton.
Geary, D. C. (2011). Primal brain in the modern classroom. Scientific American Mind,
22(4), 44-49.
Kuhn, T. (1962). The Structure of Scientific Revolutions (2nd (1970) ed.). Chicago, IL:
University of Chicago Press.
Luchins, A. S. (1942). Mechanization in problem solving: The effect

of Einstellung. Psychol Monogr, 54(6), 1-95.
Pachman, M., Sweller, J., & Kalyuga, S. (2013). Levels of knowledge and deliberate
practice. Journal of experimental psychology, 19(2), 108-119.
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. doi: 10.1016/j.jarmac.2012.09.002
Rohrer, D., Dedrick, R., & Burgess, K. (2014). The benefit of interleaved mathematics
practice is not limited to superficially similar kinds of problems.Psychonomic Bulletin &
Review, 1-8. doi: 10.3758/s13423-014-0588-3
Rohrer, D., & Pashler, H. (2007). Increasing retention without increasing study
time. Current directions in psychological science, 16(4), 183-186.
conventional instructional strategies. Educational researcher, 39(5), 406-412.
Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving,

metacognition, and sense-making in mathematics. In D. Grouws (Ed.),Handbook for
Research on Mathematics Teaching and Learning. NY: MacMillan.
Taylor, K., & Rohrer, D. (2010). The effects of interleaved practice. Applied Cognitive
Psychology, 24(6), 837-848.
Week 3 Reading (NOTE: All these readings are

optional)
What are your classmates saying about these books and articles? Check it out in
the Week 3 Reading Forum
Chapters 5, 6, 8-11 of A Mind for Numbers are especially helpful in providing helpful information
and additional exercises related to the materials of week 3.
Benedict Carey, (May 19, 2014), "Remembering, as an Extreme Sport,"The New York
Times
University of California Los Angeles, (June 4, 2014), "Poor health, lifestyle factors linked
to memory complaints, even among younger adults," Medical Press.

3-1 Tackling procrastinationits easier, and more valuable, than you think
Ainslie, G., and N. Haslam. "Self-Control." In Choice over Time, edited by G. Loewenstein
and J. Elster NY: Russell Sage Foundation, 1992.
Chu, Angela, and Jin Name Choi. "Rethinking Procrastination: Positive Effects of 'Active'
Procrastination Behavior on Attitudes and Performance." Journal of Social Psychology 145,
no. 3 (2005): 245-64.
Duhigg, Charles. The Power of Habit. NY: Random House, 2012.
Memory Requires Time and Sleep." PNAS 104, no. 18 (2007): 7723-28.
Emmett, Rita. The Procrastinator's Handbook. NY: Walker & Company, 2000.
Emsley, J. The Elements of Murder. NY: Oxford University Press, 2005.
Fiore, Neil A. The Now Habit. NY: Penguin, 2007.
Graham, Paul. "Good and Bad Procrastination."
Lyons, I.M., and S.L. Beilock. "When Math Hurts: Math Anxiety Predicts Pain Network
Activation in Anticipation of Doing Math." PLoS ONE 7, no. 10 (2012): e48076.
Partnoy, F. Wait. NY: PublicAffairs, 2012.

. The Procrastination Equation. NY: Random House, 2010.
Tice, D.M., and R.F. Baumeister. "Longitudinal Study of Procrastination, Performance,

Stress, and Health: The Costs and Benefits of Dawdling."Psychological Science 8, no. 6
(1997): 454-58.
3-2 Zombies everywhere: Digging deeper to understand the habit of procrastination
McClain, Dylan Loeb. "Harnessing the Brain's Right Hemisphere to Capture Many
Kings." New York Times, Jan 24 2011.

Wan, X., H. Nakatani, K. Ueno, T. Asamizuya, K. Cheng, and K. Tanaka. "The Neural
Basis of Intuitive Best Next-Move Generation in Board Game Experts."Science 331, no. 6015
(Jan 21 2011): 341-6.
3-3 Surfs up! Process versus product
Ericsson, K Anders, Michael J Prietula, and Edward T Cokely. "The Making of an

Expert." Harvard Business Review 85, no. 7/8 (2007): 114.

(Jan 21 2011): 341-6.
3-4 Harnessing your zombies to help you

(Jan 21 2011): 341-6.
3-5 Juggling life and learning
Newport, Cal. How to Become a Straight-a Student: The Unconventional Strategies Real
College Students Use to Score High While Studying Less. New York, NY: Random House,
2006.
. So Good They Can't Ignore You. NY: Business Plus, 2012.
Scullin, M. K., and M. A. McDaniel. "Remembering to Execute a Goal: Sleep on It!"

Psychological Science 21, no. 7 (Jul 2010): 1028-35.

(Jan 21 2011): 341-6.
3-7 Diving deeper into to memory
Baddeley, Alan, Michael W. Eysenck, and Michael C. Anderson. Memory. NY:

Memory Requires Time and Sleep." PNAS 104, no. 18 (2007): 7723-28.
Ericsson, K.A., and R.W. Roring. "Memory as a Fully Integrated Aspect of Skilled and
Expert Performance." Psychology of Learning and Motivation 48 (2007): 351-80.
Foer, J. Moonwalking with Einstein. NY: Penguin, 2011.

Leutner, D., C. Leopold, and E. Sumfleth. "Cognitive Load and Science Text
Comprehension: Effects of Drawing and Mentally Imaging Text Content."Computers in
Human Behavior 25 (2009): 284-89.
Levin, J.R., M.E. Levin, L.D. Glasman, and M.B. Nordwall. "Mnemonic Vocabulary
Instruction: Additional Effectiveness Evidence." Contemporary Educational Psychology 17,
no. 2 (1992): 156-74.
Logan, Jessica M., Alan D. Castel, Sara Haber, and Emily J. Viehman. "Metacognition
and the Spacing Effect: The Role of Repetition, Feedback, and Instruction on Judgments of
Learning for Massed and Spaced Rehearsal." Metacognition and Learning 7, no. 3 (2012):
175-95.
Longcamp, Marieke, Cline Boucard, Jean-Claude Gilhodes, Jean-Luc Anton, Muriel

Roth, Bruno Nazarian, and Jean-Luc Velay. "Learning through Hand- or Typewriting
Influences Visual Recognition of New Graphic Shapes: Behavioral and Functional Imaging
Evidence." Journal of Cognitive Neuroscience 20, no. 5 (2008/05/01 2008): 802-15.
Maguire, E.A., D.G. Gadian, I.S. Johnsrude, C.D. Good, J. Ashburner, R.S.J. Frackowiak,
and C.D. Frith. "Navigation-Related Structural Change in the Hippocampi of Taxi
Drivers." Proceedings of the National Academy of Sciences 97, no. 8 (2000): 4398-403.
Maguire, E.A., E.R. Valentine, J.M. Wilding, and N. Kapur. "Routes to Remembering: The
Brains Behind Superior Memory." Nature Neuroscience 6, no. 1 (2003): 90-95.
Morris, Peter E, Catherine O Fritz, Louise Jackson, Emma Nichol, and Elizabeth Roberts.
"Strategies for Learning Proper Names: Expanding Retrieval Practice, Meaning and
Imagery." Applied Cognitive Psychology 19, no. 6 (2005): 779-98.
Moussa, MN, MR Steen, PJ Laurienti, and S Hayasaka. "Consistency of Network

Modules in Resting-State Fmri Connectome Data." PLoS ONE 7, no. 8 (2012): e44428.
Smoker, Timothy J, Carrie E Murphy, and Alison K Rockwell. "Comparing Memory for
Handwriting Versus Typing." Paper presented at the Proceedings of the Human Factors and
Ergonomics Society Annual Meeting, 2009.
Thiebaut de Schotten, M., F. Dell'Acqua, S. J. Forkel, A. Simmons, F. Vergani, D. G.

Murphy, and M. Catani. "A Lateralized Brain Network for Visuospatial Attention." Nat
Neurosci 14, no. 10 (Oct 2011): 1245-6.
3-8 Creating meaningful groups and the memory palace technique
Baddeley, Alan, Michael W. Eysenck, and Michael C. Anderson. Memory. NY:

Ericsson, K.A., and R.W. Roring. "Memory as a Fully Integrated Aspect of Skilled and
Expert Performance." Psychology of Learning and Motivation 48 (2007): 351-80.
Foer, J. Moonwalking with Einstein. NY: Penguin, 2011.
Leutner, D., C. Leopold, and E. Sumfleth. "Cognitive Load and Science Text
Comprehension: Effects of Drawing and Mentally Imaging Text Content."Computers in
Human Behavior 25 (2009): 284-89.
Levin, J.R., M.E. Levin, L.D. Glasman, and M.B. Nordwall. "Mnemonic Vocabulary
Instruction: Additional Effectiveness Evidence." Contemporary Educational Psychology 17,
no. 2 (1992): 156-74.
Morris, Peter E, Catherine O Fritz, Louise Jackson, Emma Nichol, and Elizabeth Roberts.
"Strategies for Learning Proper Names: Expanding Retrieval Practice, Meaning and
Imagery." Applied Cognitive Psychology 19, no. 6 (2005): 779-98.

are optional)
Chapters 11 - 18 of A Mind for Numbers are especially helpful in providing helpful information
What are your classmates saying about these books and articles? Check it out in
the Week 4 Reading Forum
Carlin Flora, Friendfluence: The Surprising Ways Friends Make Us Who We Are, Anchor,
2013.
Pam Belluck, (January 20, 2011). :To Really Learn, Quit Studying and Take a Test." The
New York Times.
Harvard Health Publications, (May 2009) "Take a Deep Breath," Harvard Medical School.
Justin Reich, (March 30, 2014). "Big Data MOOC Research Breakthrough: Learning
Activities Lead to Achievement," Ed Tech Researcher.
University of Utah Health Care Office of Public Affairs. "Researchers Debunk Myth of
'Right-Brain' and 'Left-Brain' Personality Traits." Science Daily (2013).
Felder, Richard M. "Memo to Students Who Have Been Disappointed with Their Test
Grades." Chemical Engineering Education 33, no. 2 (1999): 136-37.

4-0 Introduction to week 4
Fischer, K. W., & Bidell, T. R. (2006). Dynamic development of action, thought, and
emotion. In W. Damon & R. M. Lerner (Eds.), Theoretical Models of Human Development.
Handbook of Child Psychology. NY: Wiley.
Siegler, R. S. (1998). Emerging Minds: The Process of Change in Children's Thinking.
New York, NY: Oxford University Press. (See in particular Sieglers overlapping waves
theory.)
4-1 Create a lively visual metaphor or analogy
Baddeley, Alan, Michael W. Eysenck, and Michael C. Anderson. Memory NY: Psychology
Press, 2009.
Cat, Jordi. "On Understanding: Maxwell on the Methods of Illustration and Scientific
Metaphor." Studies In History and Philosophy of Science Part B <32, no. 3 (2001): 395-441.
Derman, Emanuel. Models. Behaving. Badly.New York, NY: Free Press, 2011.
Foer, J. Moonwalking with Einstein NY: Penguin, 2011.
Ltzen, Jesper. Mechanistic Images in Geometric Form NY: Oxford University Press,
2005.
Rocke, A.J. Image and Reality Chicago, IL: University of Chicago Press, 2010.
Solomon, Ines. "Analogical Transfer and 'Functional Fixedness' in the Science

Classroom." Journal of Educational Research 87, no. 6 (1994): 371-77.
4-2 No need for genius envy the imposter syndrome
Amidzic, Ognjen, Hartmut J. Riehle, and Thomas Elbert. "Toward a Psychophysiology of

Expertise." Journal of Psychophysiology 20, no. 4 (2006): 253-58.
Beilock, Sian. Choke. NY: Free Press, 2010.
Bilalic, M., P. McLeod, and F. Gobet. "Inflexibility of Experts--Reality or Myth? Quantifying

the Einstellung Effect in Chess Masters." Cognitive Psychology 56, no. 2 (Mar 2008): 73-102.
Bilali, Merim , Robert Langner, Michael Erb, and Wolfgang Grodd. "Mechanisms and
Neural Basis of Object and Pattern Recognition: A Study with Chess Experts." Journal of
Experimental Psychology: General 139, no. 4 (2010): 728-42.
Bilali, Merim , P. McLeod, and F. Gobet. "Why Good Thoughts Block Better Ones: The
Mechanism of the Pernicious Einstellung (Set) Effect." Cognition 108, no. 3 (Sep 2008): 65261.
Bilali, Merim, A. Kiesel, C. Pohl, M. Erb, and W. Grodd. "It Takes TwoSkilled
Recognition of Objects Engages Lateral Areas in Both Hemispheres."PLoS ONE 6, no. 1
(2011): e16202.
Bilali, Merim, Peter McLeod, and Fernand Gobet. "Does Chess Need Intelligence? a
Study with Young Chess Players." Intelligence 35, no. 5 (2007): 457-70.
Carson, Shelley H, Jordan B Peterson, and Daniel M Higgins. "Decreased Latent

Inhibition Is Associated with Increased Creative Achievement in High-Functioning
Individuals." Journal of Personality and Social Psychology 85, no. 3 (2003): 499-506.
Chase, W.G., and H.A. Simon. "Perception in Chess." Cognitive Psychology 4, no. 1
(1973): 55-81.
Ericsson, Karl Anders. Development of Professional Expertise. NY: Cambridge

University Press, 2009.
Felder, R. "Impostors Everywhere." Chemical Engineering Education 22, no. 4 (1988):

168-69.
236-43.

Klein, G. Sources of Power. Cambridge, MA: MIT Press, 1999.
Klein, HA, and GA Klein. "Perceptual/Cognitive Analysis of Proficient Cardio-Pulmonary

Resuscitation (Cpr) Performance." Paper presented at the Midwestern Psychological
Association Conference, Detroit, MI, 1981.
Linhares, Alexandre, and Anna Elizabeth T. A. Freitas. "Questioning Chase and Simon's
(1973) Perception in Chess: The Experience Recognition Hypothesis." New ideas in

psychology 28, no. 1 (2010): 64-78.
Partnoy, F. Wait. NY: PublicAffairs, 2012.
Simon, H.A., and W.G. Chase. "Skill in Chess: Experiments with Chess-Playing Tasks
and Computer Simulation of Skilled Performance Throw Light on Some Human Perceptual
and Memory Processes." American Scientist 61, no. 4 (1973): 394-403.
White, H.A., and P. Shah. "Uninhibited Imaginations: Creativity in Adults with AttentionDeficit/Hyperactivity Disorder." Personality and Individual Differences 40, no. 6 (2006): 112131.
White, Holly A, and Priti Shah. "Creative Style and Achievement in Adults with AttentionDeficit/Hyperactivity Disorder." Personality and Individual Differences 50, no. 5 (2011): 67377.
4-3 Change your thoughts, change your life
Armstrong, J Scott. "Natural Learning in Higher Education." In Encyclopedia of the

Sciences of Learning, 2426-33: Springer, 2012.
Bengtsson, Sara L, Zoltn Nagy, Stefan Skare, Lea Forsman, Hans Forssberg, and
Fredrik Ulln. "Extensive Piano Practicing Has Regionally Specific Effects on White Matter
Development." Nature Neuroscience 8, no. 9 (2005): 1148-50.
Colvin, Geoff. Talent Is Overrated. NY: Portfolio, 2008.
DeFelipe, Javier. "Brain Plasticity and Mental Processes: Cajal Again." Nature Reviews
Neuroscience 7, no. 10 (2006): 811-17.
. "Sesquicentenary of the Birthday of Santiago Ramn Y Cajal, the Father of

Modern Neuroscience." Trends in Neurosciences 25, no. 9 (2002): 481-84.
DeFelipe, Javier. Cajal's Butterflies of the Soul: Science and Art NY: Oxford University
Press, 2010.
Doidge, N. The Brain That Changes Itself. NY: Penguin, 2007.
Fields, R Douglas. "White Matter in Learning, Cognition and Psychiatric

Disorders." Trends in Neurosciences 31, no. 7 (2008): 361-70.
McCord, Joan. "A Thirty-Year Follow-up of Treatment Effects." American Psychologist 33,
no. 3 (1978): 284.
Oakley, Barbara A. "Concepts and Implications of Altruism Bias and Pathological

Altruism." Proceedings of the National Academy of Sciences 110, no. Supplement 2 (2013):
10408-15.
Ramn y Cajal, Santiago. Advice for a Young Investigator. Translated by Neely Swanson
and Larry W. Swanson; Cambridge, MA: MIT Press, 1999 [1897].
. Recollections of My Life. Cambridge, MA: MIT Press, 1937. Originally published

as Recuerdos De Mi Vida in Madrid, 1901-1917, translated by Craigie, E. Horne.
Shannon, B. J., M. E. Raichle, A. Z. Snyder, D. A. Fair, K. L. Mills, D. Zhang, K. Bache, et

al. "Premotor Functional Connectivity Predicts Impulsivity in Juvenile Offenders." PNAS 108,
no. 27 (Jul 5 2011): 11241-5.
Shaw, Christopher A., and Jill C. McEachern, eds. Toward a Theory of

Neuroplasticity. NY: Psychology Press, 2001.
Sherrington, C. S. "Santiago Ramon Y Cajal 1852-1934." Biographical Memoirs of

Fellows of the Royal Society 1, no. 4 (1935): 424-44.
Spear, Linda Patia. "Adolescent Neurodevelopment." Journal of Adolescent Health 52,

no. 2 (2013): S7-S13.
Thomas, C., and C. I. Baker. "Teaching an Adult Brain New Tricks: A Critical Review of
Evidence for Training-Dependent Structural Plasticity in Humans."NeuroImage 73 (Jun
2013): 225-36.
4-4 The value of teamwork - Avoiding overconfidence
Bilali, Merim, A. Kiesel, C. Pohl, M. Erb, and W. Grodd. "It Takes TwoSkilled
Recognition of Objects Engages Lateral Areas in Both Hemispheres." PLoS ONE 6, no. 1
(2011): e16202.
Christman, S.D., B.R. Henning, A.L. Geers, R.E. Propper, and C.L. Niebauer. "MixedHanded Persons Are More Easily Persuaded and Are More Gullible: Interhemispheric
Interaction and Belief Updating." Laterality 13, no. 5 (2008): 403-26.
Efron, Robert. The Decline and Fall of Hemispheric Specialization. Hillsdale, NJ:
Lawrence Erlbaum Associates, 1990.
Ellis, Aleksander PJ, John R Hollenbeck, Daniel R Ilgen, Christopher OLH Porter, Bradley
J West, and Henry Moon. "Team Learning: Collectively Connecting the Dots." Journal of
Applied Psychology 88, no. 5 (2003): 821.
Feynman, Richard. "Surely You're Joking, Mr. Feynman." NY: W. W. Norton, 1985.
Gazzaniga, M.S. "Forty-Five Years of Split-Brain Research and Still Going

Strong." Nature Reviews Neuroscience 6, no. 8 (2005): 653-59.
Granovetter, Mark. "The Strength of Weak Ties: A Network Theory

Revisited." Sociological Theory 1, no. 1 (1983): 201-33.
Granovetter, Mark S. "The Strength of Weak Ties." American Journal of

Sociology (1973): 1360-80.
Houd, Olivier. "Consciousness and Unconsciousness of Logical Reasoning Errors in the

Human Brain." Behavioral and Brain Sciences 25, no. 3 (2002): 341-41.
McGilchrist, Iain. The Master and His Emissary. New Haven, CT: Yale University Press,
2010.
. "Reciprocal Organization of the Cerebral Hemispheres." Dialogues in Clinical

Neuroscience 12, no. 4 (2010): 503-15.
Mihov, K. M., M. Denzler, and J. Forster. "Hemispheric Specialization and Creative

Thinking: A Meta-Analytic Review of Lateralization of Creativity." Brain and Cognition 72, no.
3 (Apr 2010): 442-8.
Nielsen, Jared A. , Brandon A. Zielinski, Michael A. Ferguson, Janet E. Lainhart, and

Jeffrey S. Anderson. "An Evaluation of the Left-Brain Vs. Right-Brain Hypothesis with
Resting State Functional Connectivity Magnetic Resonance Imaging." PLOS ONE 8, no. 8
(2013).
Oakley, Barbara, Richard M. Felder, Rebecca Brent, and Imad Elhajj. "Turning Student
Groups into Effective Teams." Journal of Student Centered Learning2, no. 1 (2003): 9-34.
Ramachandran, Vilayanur S. Phantoms in the Brain. NY: Harper Perennial, 1999.
Schutz, Larry E. "Broad-Perspective Perceptual Disorder of the Right Hemisphere."

Neuropsychology Review 15, no. 1 (2005/03/01 2005): 11-27.
University of Utah Health Care Office of Public Affairs. "Researchers Debunk Myth of
'Right-Brain' and 'Left-Brain' Personality Traits." Science Daily (2013).
4-5 A test checklist/
Felder, Richard M. "Memo to Students Who Have Been Disappointed with Their Test
Grades." Chemical Engineering Education 33, no. 2 (1999): 136-37.
4-6 The hard-startjump-to-easy technique
Oakley, Barbara. A Mind for Numbers: How to Excel at Math and Science (Even If You
Flunked Algebra). New York, NY: Penguin-Random House, July, 2014. See in particular
Chapter 17.
4-7 Final helpful hints for tests
Jerath, R., Edry, J. W., Barnes, V. A., & Jerath, V. (2006). Physiology of long pranayamic
breathing: neural respiratory elements may provide a mechanism that explains how slow
deep breathing shifts the autonomic nervous system. Medical Hypotheses, 67(3), 566-571.
Nakano, T., Kato, M., Morito, Y., Itoi, S., & Kitazawa, S. (2012). Blink-related momentary
activation of the default mode network while viewing videos. PNAS, 110(2), 702-706. doi:
10.1073/pnas.1214804110
Paul, G., Elam, B., & Verhulst, S. J. (2007). A longitudinal study of students' perceptions
of using deep breathing meditation to reduce testing stresses.Teaching and Learning in
Medicine, 19(3), 287-292.

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10 Rules of Good Studying

Ten Rules of Bad Studying

Week 1 Reading (NOTE: All these readings

Worthwhile Additional Popular Articles:

Sleep." NPR All Things Considered.

Heavier Duty References:

Immordino-Yang, M. H., J. A. Christodoulou, and V. Singh. "Rest Is Not Idleness:

Root-Bernstein, Robert S., and Michelle M. Root-Bernstein. Sparks of Genius. NY:

Takeuchi, H., Y. Taki, H. Hashizume, Y. Sassa, T. Nagase, R. Nouchi, and R. Kawashima.

1-3A What is learning?

1-4 A procrastination preview

Boice, Robert. Procrastination and Blocking. Westport, CT: Praeger, 1996.

Steel, Piers. The Procrastination Equation. NY: Random House, 2010.

Steel, Piers. "The Nature of Procrastination: A Meta-Analytic and Theoretical Review of

1-5 Practice makes permanent

Brown, J.S., A. Collins, and P. Duguid."Situated Cognition and the Culture of

Ericsson, Karl Anders. Development of Professional Expertise. NY: Cambridge

Geary, David C. The Origin of Mind. Washington, DC: American Psychological

Karpicke, Jeffrey D. "Retrieval-Based Learning Active Retrieval Promotes Meaningful

Karpicke, Jeffrey D, and Phillip J Grimaldi. "Retrieval-Based Learning: A Perspective for

McDaniel, M. A., and A. A. Callender. "Cognition, Memory, and Education." In Cognitive

Term Retention." Trends in Cognitive Sciences 15, no. 1 (2011): 20-27.

Research and Implications for Educational Practice." Perspectives on Psychological

1-6 Introduction to memory

mental storage capacity. Behavioral and Brain Sciences, 24(1), 87-114.

engram? Annual Review of Psychology, 55, 51-86.

1-7 The Importance of sleep in learning

Djonlagic, I., A. Rosenfeld, D. Shohamy, C. Myers, M. Gluck, and R. Stickgold. "Sleep

Scullin, M. K., and M. A. McDaniel. "Remembering to Execute a Goal: Sleep on

Week 2 Reading (NOTE: All these readings

Worthwhile Popular Articles

Steve Mensing, "Dunning-Kruger Effect: When Distorted Self-Perception and Illusions of

Heavier Duty References

Beilock, S. (2010). Choke. NY: Free Press.

2-2 How to form a chunk - Part 1

Bransford, John D, A. L. Brown, R. R. Cocking, M Suzanne Donovan, and JW Pellegrino.

Brent, Rebecca, and Richard M. Felder. "Learning by Solving Solved Problems."

Gobet, Fernand. "Chunking Models of Expertise: Implications for Education." Applied

2-3 How to form a chunk - Part 2

Baddeley, Alan, Michael W. Eysenck, and Michael C. Anderson. Memory NY:

Bransford, John D, A. L. Brown, R. R. Cocking, M Suzanne Donovan, and JW Pellegrino.

Brent, Rebecca, and Richard M. Felder. "Learning by Solving Solved

Gobet, Fernand. "Chunking Models of Expertise: Implications for Education." Applied

Dunning, D. (2011). Chapter 5: The Dunning-Kruger Effect: On Being Ignorant of One's

Karpicke, J. D. (2012). Retrieval-based learning active retrieval promotes meaningful

Karpicke, J. D., & Blunt, J. R. (2011). Response to comment on 'Retrieval practice

Karpicke, J. D., & Grimaldi, P. J. (2012). Retrieval-based learning: A perspective for

McDaniel, M. A., & Callender, A. A. (2008). Cognition, memory, and education. In H. L.

Roediger, H. L., & Pyc, M. A. (2012). Inexpensive techniques to improve education:

Bransford, John D, A. L. Brown, R. R. Cocking, M Suzanne Donovan, and JW Pellegrino.

Gobet, Fernand. "Chunking Models of Expertise: Implications for Education." Applied

Ischebeck, A., L. Zamarian, M. Schocke, and M. Delazer. "Flexible Transfer of Knowledge

Solomon, Ines. "Analogical Transfer and 'Functional Fixedness' in the Science

2-6 Overlearning, Choking, the Einstellung Effect, and Interleaving

Beilock, S. (2010). Choke. NY: Free Press.

Duarte, N. (2012). HBR Guide to Persuasive Presentations: Harvard Business Review

Feynman, R. (1985). "Surely You're Joking, Mr. Feynman". NY: W. W. Norton.

Luchins, A. S. (1942). Mechanization in problem solving: The effect

Roediger, H. L., & Pyc, M. A. (2012). Inexpensive techniques to improve education:

Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving,

Week 3 Reading (NOTE: All these readings are

Worthwhile Popular Articles

Heavier Duty References:

Boice, Robert. Procrastination and Blocking. Westport, CT: Praeger, 1996.

Rules of Good Studying & Bibliography

Rules of Good Studying & Bibliography