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Students Can (Mostly) Recognize Effective Learning, So Why Do They Not Do It?
Cognitive psychology research has emphasized that the strategies that are effective and efficient for fostering long-term retention (e.g., interleaved study, retrieval practice) are often not recognized as effective by students and are infrequently used. In the present studies, we use a mixed-method...
| Autores principales: | , , , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
| Publicado: |
MDPI
2022
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| Materias: | |
| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9781761/ https://www.ncbi.nlm.nih.gov/pubmed/36547514 http://dx.doi.org/10.3390/jintelligence10040127 |