Neurodidactic bibliography

Our SILTOM neurodynamic methodology (Successful Intelligence Lasting in Top of Mind) is based on the conclusions of multiple scientific studies. We highlight the main ones below:

Effectiveness of the test format:

• Ross et al.  “Adaptive quizzes to increase motivation, engagement and learning outcomes in a first year accounting unit” International Journal of Educational Technology in Higher Education 2018
• Brigid M. Dolan, MD, MEd, Maria A. Yialamas, MD, and Graham T. McMahon, “A Randomized Educational Intervention Trial to Determine the Effect of Online Education on the Quality of Resident-Delivered Care” J Grad Med Educ. 2015 Sep; 7(3): 376–381.
• L. Palmen, M. Vorstebosck, E. Tanck and J. Kooloos, “What is more effective: a daily or a weekly formative test?” Perspect Med Educ. 2015 Apr; 4(2): 73–78.
• Douglas P Larsen, Andrew C Butler& Henry L Roediger III “Comparative effects of test-enhanced learning and self-explanation on long-term retention”. Medical Education 2013: 47: 674–682
• Raquel Eloísa Eisenkraemer, Antônio Jaeger, Lilian Milnitsky Stein “A Systematic Review of the Testing Effect in Learning” Paidéia, sep-dec. 2013, Vol. 23, No. 56, 397-406
• James W. Pennebaker, * Samuel D. Gosling, * and Jason D. Ferrell “Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps” PLoS One. 2013; 8(11): e79774.
• Roediger HL, Agarwal PK, McDaniel MA, McDermott KB. “Test-enhanced learning in the classroom: long-term improvements from quizzing.” J Exp Psychol Appl. 2011 Dec;17(4):382-95.
• Roediger, H. L., Putnam, A. L., & Smith, M. A. “Ten benefits of testing and their applications to educational practice.” In J. Mestre & B. Ross (Eds.), 2011 Psychology of learning and motivation: Cognition in education (pp. 1-36).
• Henry L. Roediger, and Andrew C. Butler “The critical role of retrieval practice in long-term retention” Trends in Cognitive Sciences, January 2011, Vol. 15, No. 1, pag. 20-27
• Lisa K. Fazio, Pooja K. Agarwal, Elizabeth J. Marsh, and Henry L. Roediger, III “Memorial Consequences of Multiple-choice Testing on Immediate and Delayed Tests” Mem Cognit. 2010 Jun; 38(4): 407–418.
• Lindsey E. Richland and Nate Kornell “The Pretesting Effect: Do Unsuccessful Retrieval Attempts Enhance Learning?” Journal of Experimental Psychology: Applied 2009, Vol. 15, No. 3, 243–257
• Andrew C. Butler, Henry L. Roediger “Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing”, Memory & Cognition, April 2008, Volume 36, Issue 3, pp 604–616
• McDaniel MA, Roediger HL, McDermott KB. “Generalizing test-enhanced learning from the laboratory to the classroom” Psychon Bull Rev. 2007 Apr;14(2):200-6.
• Henry L. Roediger, III, and Jeffrey D. Karpicke “Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention”, Washington University in St. Louis. 2006 Association for Psychological Science, Volume 17, Number 3, Pag. 249-255

Effectiveness of learning by playing (gamification):

• T. Sitzmann “A meta-analytic examination of the instructional effectiveness of computer-based simulation games.” Volume 64, Issue 2 Summer 2011 Pages 489–528.
• Susanne Vogel & Lars Schwabe “Learning and memory under stress: implications for the classroom” 2016 npj Science of Learning 1, Article number: 16011
• Markus Krause, Marc Mogalle, Henning Pohl, Joseph Jay Williams A Playful Game Changer: Fostering Student Retention in Online Education with Social Gamification 2015, March 14–18, 2015

Effectiveness of multimedia e-learning:

• R. Moreno, R. E. Mayer “Engaging Students in Active Learning: The Case for Personalized Multimedia Messages” Journal of Educational Psychology 2000, Vol. 92, No. 4, 724-733
• Ruth C. Clark, Richard E. Mayer “e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning”, 3rd Edition 2008

Effectiveness of learning from mistakes:

• Potts R1, Shanks DR1. “The benefit of generating errors during learning.” J Exp Psychol Gen. 2014 Apr;143(2):644-67.

Effectiveness of the reviews spaced in time:

• Dunlosky et al. “Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology.” Psychol Sci Public Interest. 2013 Jan;14(1):4-58
• Luc Budé, Tjaart Imbos, Margaretha W. van de WielMartijn P. Berger “The effect of distributed practice on students’ conceptual understanding of statistics” Higher Education, July 2011, Volume 62, Issue 1, pp 69–79
• Kerfoot et al. “Durable improvements in prostate cancer screening from online spaced education a randomized controlled trial.” Am J Prev Med. 2010 Nov;39(5):472-8.
• Kornell N, Castel AD, Eich TS, Bjork RA. “Spacing as the friend of both memory and induction in young and older adults.” Psychol Aging. 2010 Jun;25(2):498-503.
• Price Kerfoot “Learning Benefits of On-Line Spaced Education Persist for 2 Years”, The Journal of Urology, Vol. 181, 2671-2673, June 2009
• Doug Rohrer and Harold Pashler “Increasing Retention Without Increasing Study Time” Current Directions in Psychological Science August 2007 vol. 16 no. 4 183-186
• Will Thalheimer “Spacing Learning Events Over Time: What the Research Says” 2006
• “A Year of Spaced Repetition Software in the Classroom” 2015 www.lesswrong.com

Effectiveness of interleaving topics:

• Rohrer, D., Dedrick, R. F., & Stershic, S. “Interleaved practice improves mathematics learning.” Journal of Educational Psychology, (2015). 107, 900-908.
• Monica S. Birnbaum, Nate Kornell, Elizabeth Ligon Bjork, Robert A. Bjork “Why interleaving enhances inductive learning: The roles of discrimination and retrieval” Memory & Cognition. April 2013, Volume 41, Issue 3, pp 392–402
• Shana K. Carpenter, Frank E. Mueller “The effects of interleaving versus blocking on foreign language pronunciation learning” Memory & Cognition. July 2013, Volume 41, Issue 5, pp 671–682

Effectiveness of microlearning (avoiding overlearning in each session):

• Doug Rohrer and Harold Pashler “Increasing Retention Without Increasing Study Time” Current Directions in Psychological Science. August 2007 vol. 16 no. 4 183-186
• Rohrer, K. Taylor “The Effects of Overlearning and Distributed Practise on the Retention of Mathematics Knowledge” Appl. Cognit. Psychol. 20: 1209–1224 (2006)
• Taylor, Kelli M., “The effects of overlearning on long-term retention” (2004). Graduate Theses and Dissertations.

Effectiveness of social and collaborative learning:

• David Duran (2016): Learning-by-teaching. Evidence and implications as a pedagogical mechanism, Innovations in Education and Teaching International
• INSTRUCTIONAL DESIGN AND ASSESSMENT
• Richard Pierce and Jeremy Fox, “Vodcasts and Active-Learning Exercises in a “Flipped Classroom” Model of a Renal Pharmacotherapy Module” American Journal of Pharmaceutical Education 2012; 76 (10) Article 196.

Books and review articles:

• Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Harvard University Press.
• V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.) (2014). Applying the science of learning in education: Infusing psychological science into the curriculum. Society for the Teaching of Psychology
• Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417-444