Wednesday, December 14, 2011

Welcome Chronicle Readers!

Welcome to readers from the Chronicle of Higher Education. As promised at the conclusion of the second half of my series on teaching and human memory, I have listed below a set of books and articles in this area recommended to me by Dr. Michelle Miller, a cognitive psychologist from Northern Arizona University. I have given the full citation for the source followed by a brief note from Michelle, which follows the “MM” at the end of the citation.

Now that you’re here, feel free to poke around this website, which I tend to use as a place to try out ideas that eventually make their way into articles and book projects. For a while this site was exclusively focused on matters of religion and spirituality, while I was working on a project in that area. As I continue to work on my new book about cheating in higher education, you will likely find bits and pieces of that project, or early versions of ideas, making their way onto the site.

If you’d like to contact me for any reason, feel free to do so through the address listed at the bottom of the Chronicle article; just put my name in the subject line and it will get to me. You can also visit this very outdated faculty website at Assumption College to find my regular e-mail. I’m always happy to hear from readers and from fellow faculty!

Books:

Chabris, Christopher & and Daniel Simons, The Invisible Gorilla, and Other Ways Our Intuitions Deceive Us (Crown, 2010). MM: “Accessible writing and top-notch research.”

Schacter, Daniel L. The Seven Sins of Memory: How the Mind Forgets and Remembers (Mariner, 2002). MM: From an author who has made “tremendous contributions to the field.”

Bransford, John et al. How People Learn: Brain, Mind, Experience, and School (National Academies, 2000). MM: “A classic, well-grounded in research; effectively ties together mind, learning, and brain.”

Articles:

Daniel, D., & Poole, D. (2009) Learning for life: An ecological approach to pedagogical research. Perspectives on Psychological Science, 4, 91-96. MM: “An engaging commentary on the dangers of construing instructional design as solely a matter of memory. A good counterpoint to what I and other memory researchers tend to emphasize when discussing teaching and learning.”

Jonides, John, Richard L. Lewis, Derek Evan Nee, Cindy A. Lustig, Marc G. Berman, and Katherine Sledge Moore. (2008) The mind and brain of short-term memory. Annual Review of Psychology 59: 193-224. MM: “A great wrap-up of what's known about the neural basis for short-term memory.

Nairne, James S., and Josefa N. S. Pandeirada. (2010) "Adaptive memory: ancestral priorities and the mnemonic value of survival processing. Cognitive Psychology 61: 1-22. MM: “This one discusses the ‘adaptive memory’ concept and its basis in Nairne's research findings.”

McDaniel, Mark A., Henry L., III Roediger, and Kathleen B. McDermott. (2007) Generalizing test-enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review 14: 200-206. MM: “Good review of the testing effect, something I think is one of the most useful concepts to come out of applied memory research.”

Karpicke, Jeffrey D., and Henry L., III Roediger. (2008) The critical importance of retrieval for learning. Science 319: 966-968. MM: “Another on the testing effect. Any of Karpicke's articles are a good source for material on this—he does great work.”

Karpicke, J., Butler, A., & Roediger, R. (2009) Metacognitive strategies in student learning: Do students practice retrieval when they study on their own? Memory 17: 471-479. MM: “Merely being aware of good study practices doesn't necessarily translate into using those practices.

Pashler, Harold, Mark McDaniel, Doug Rohrer, and Robert Bjork. (2008) Learning styles: concepts and evidence." Psychological Science in the Public Interest 9: 105-119. MM: “Takes down the perceptual learning styles notion, hopefully for good.”

Dickey, M.D. (2005) Engaging by design: How engagement strategies in popular computer and video games can inform instructional design. Educational Technology Research and Development 53: 67-83. MM: “Kind of obscure and not terribly empirical, but I really like her concept of how game design and good instructional design overlap on some fundamental levels.”

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