Bibliography

References are organized by chapter and then alphabetically within each chapter. All citations follow APA 7th edition format. Trade books are listed with their original publication dates. Studies that appear in Appendix D are marked with an asterisk (*) for cross-reference.

Frontmatter and Introduction

Brown, P. C., Roediger, H. L., III, & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Harvard University Press.

Carey, B. (2014). How we learn: The surprising truth about when, where, and why it happens. Random House.

Newport, C. (2016). Deep work: Rules for focused success in a distracted world. Grand Central Publishing.

Willingham, D. T. (2009). Why don't students like school? A cognitive scientist answers questions about how the mind works and what it means for the classroom. Jossey-Bass.

Part I: The Foundations

Chapter 1: Everything You Think You Know About Learning Is (Probably) Wrong

Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380.

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), 4–58.

Karpicke, J. D., Butler, A. C., & Roediger, H. L., III. (2009). Metacognitive strategies in student learning: Do students practise retrieval when they study on their own? Memory, 17(4), 471–479.

Kornell, N., & Bjork, R. A. (2007). The promise and perils of self-regulated study. Psychological Science, 18(3), 218–224.

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–119.

Chapter 2: How Memory Works: Encoding, Storage, and Retrieval

Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation* (Vol. 2, pp. 89–195). Academic Press.

Baddeley, A. D., & Hitch, G. (1974). Working memory. In G. H. Bower (Ed.), The psychology of learning and motivation* (Vol. 8, pp. 47–89). Academic Press.

Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4(11), 417–423.

Baddeley, A. D. (2012). Your memory: A user's guide (rev. ed.). Carlton Books.

Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe & A. Shimamura (Eds.), Metacognition: Knowing about knowing* (pp. 185–205). MIT Press.

Ebbinghaus, H. (1885/1913). Memory: A contribution to experimental psychology* (H. A. Ruger & C. E. Bussenius, Trans.). Teachers College, Columbia University.

Schacter, D. L. (2001). The seven sins of memory: How the mind forgets and remembers. Houghton Mifflin.

Chapter 3: Your Brain on Learning: The Neuroscience You Actually Need to Know

Cotman, C. W., Berchtold, N. C., & Christie, L. A. (2007). Exercise builds brain health: Key roles of growth factor cascades and inflammation. Trends in Neurosciences, 30(9), 464–472.

Stickgold, R. (2005). Sleep-dependent memory consolidation. Nature, 437(7063), 1272–1278.

Stickgold, R., & Walker, M. P. (2013). Sleep-dependent memory triage: Evolving generalization through selective processing. Nature Neuroscience, 16(2), 139–145.

van Praag, H., Christie, B. R., Sejnowski, T. J., & Gage, F. H. (1999). Running enhances neurogenesis, learning, and long-term potentiation in mice. Proceedings of the National Academy of Sciences, 96(23), 13427–13431.

Walker, M. (2017). Why we sleep: Unlocking the power of sleep and dreams. Scribner.

Yarrow, K., Brown, P., & Krakauer, J. W. (2009). Inside the brain of an elite athlete: The neural processes that support high achievement in sports. Nature Reviews Neuroscience, 10(8), 585–596.

Chapter 4: The Myth Graveyard

Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Learning and Skills Research Centre.

Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in Psychology, 3, Article 429.

Howard-Jones, P. A. (2014). Neuroscience and education: Myths and messages. Nature Reviews Neuroscience, 15(12), 817–824.

Rayner, K., Schotter, E. R., Masson, M. E. J., Potter, M. C., & Treiman, R. (2016). So much to read, so little time: How do we read, and can speed reading help? Psychological Science in the Public Interest, 17(1), 4–34.

Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning style to instructional method: Effects on comprehension. Journal of Educational Psychology, 107(1), 64–78.

Chapter 5: What Makes Learning Stick

Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, & J. R. Pomerantz (Eds.), Psychology and the real world* (pp. 56–64). Worth Publishers.

Brown, P. C., Roediger, H. L., III, & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Harvard University Press.

Roediger, H. L., III, & 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.

Chapter 6: Metacognition

Dunlosky, J., & Metcalfe, J. (2009). Metacognition. Sage.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911.

Koriat, A., & Bjork, R. A. (2005). Illusions of competence in monitoring one's knowledge during study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(2), 187–194.

Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. Psychology of Learning and Motivation, 26, 125–173.

Part II: The Techniques

Chapter 7: Retrieval Practice

Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331*(6018), 772–775.

Roediger, H. L., III, & Karpicke, J. D. (2006a). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17*(3), 249–255.

Roediger, H. L., III, & Karpicke, J. D. (2006b). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1*(3), 181–210.

Roediger, H. L., III, Putnam, A. L., & Smith, M. A. (2011). Ten benefits of testing and their applications to educational practice. Psychology of Learning and Motivation, 55, 1–36.

Chapter 8: Spaced Repetition

Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132*(3), 354–380.

Cepeda, N. J., Vul, E., Rohrer, D., Wixted, J. T., & Pashler, H. (2008). Spacing effects in learning: A temporal ridgeline of optimal retention. Psychological Science, 19(11), 1095–1102.

Smolen, P., Zhang, Y., & Byrne, J. H. (2016). The right time to learn: Mechanisms and optimization of spaced learning. Nature Reviews Neuroscience, 17(2), 77–88.

Wozniak, P. A., & Gorzelanczyk, E. J. (1994). Optimization of repetition spacing in the practice of learning. Acta Neurobiologiae Experimentalis, 54(1), 59–62.

Chapter 9: Interleaving

Kornell, N., & Bjork, R. A. (2007). The promise and perils of self-regulated study. Psychological Science, 18*(3), 218–224.

Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35*(6), 481–498.

Taylor, K., & Rohrer, D. (2010). The effects of interleaved practice. Applied Cognitive Psychology, 24*(6), 837–848.

Kornell, N., Castel, A. D., Eich, T. S., & Bjork, R. A. (2010). Spacing as the friend of both memory and induction in young and older adults. Psychology and Aging, 25(2), 498–503.

Chapter 10: Elaboration and Elaborative Interrogation

Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13*(2), 145–182.

Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11*(6), 671–684.

Willoughby, T., & Wood, E. (1994). Elaborative interrogation examined at encoding and retrieval. Learning and Instruction, 4(2), 139–149.

Chapter 11: Dual Coding and Visualization

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.

Paivio, A. (1971). Imagery and verbal processes.* Holt, Rinehart and Winston.

Paivio, A. (1990). Mental representations: A dual coding approach. Oxford University Press.

Chapter 12: Desirable Difficulties

*Bjork, E. L., & Bjork, R. A. (2011). See Part I, Chapter 5.

Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417–444.

Slamecka, N. J., & Graf, P. (1978). The generation effect: Delineation of a phenomenon. Journal of Experimental Psychology: Human Learning and Memory, 4*(6), 592–604.

Chapter 13: Note-Taking

Morehead, K., Dunlosky, J., & Rawson, K. A. (2019). How much mightier is the pen than the keyboard for note-taking? A replication and extension of Mueller and Oppenheimer (2014). Educational Psychology Review, 31(3), 753–780.

Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25*(6), 1159–1168.

Piolat, A., Olive, T., & Kellogg, R. T. (2005). Cognitive effort during note taking. Applied Cognitive Psychology, 19(3), 291–312.

Chapter 14: Reading for Understanding

Adler, M. J., & Van Doren, C. (1972). How to read a book: The classic guide to intelligent reading (rev. ed.). Simon & Schuster.

Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Lawrence Erlbaum Associates.

Rayner, K., & Reichle, E. D. (2010). Models of the reading process. Wiley Interdisciplinary Reviews: Cognitive Science, 1(6), 787–799.

Chapter 15: Focus, Attention, and Deep Work

Leroy, S. (2009). Why is it so hard to do my work? The challenge of attention residue when switching between work tasks. Organizational Behavior and Human Decision Processes, 109(2), 168–181.

Newport, C. (2016). Deep work: Rules for focused success in a distracted world. Grand Central Publishing.

Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37), 15583–15587.

Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948–958.

Chapter 16: Sleep, Exercise, and the Body-Brain Connection

Cotman, C. W., & Berchtold, N. C. (2002). Exercise: A behavioral intervention to enhance brain health and plasticity. Trends in Neurosciences, 25(6), 295–301.

Stickgold, R. (2005). Sleep-dependent memory consolidation. Nature, 437*(7063), 1272–1278.

Walker, M. (2017). Why we sleep: Unlocking the power of sleep and dreams. Scribner.

Part III: Building Expertise

Chapters 17–22 (Expertise, Deliberate Practice, Feedback, Transfer, Mental Models, Motivation)

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84*(2), 191–215.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.* Prentice-Hall.

Chase, W. G., & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 4*(1), 55–81.

Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5*(2), 121–152.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior.* Plenum Press.

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11*(4), 227–268.

Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41*(10), 1040–1048.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Ericsson, K. A. (2016). Peak: Secrets from the new science of expertise. Houghton Mifflin Harcourt.

Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100*(3), 363–406.

Foer, J. (2011). Moonwalking with Einstein: The art and science of remembering everything. Penguin Press.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.

Kahneman, D. (2011). Thinking, fast and slow. Farrar, Straus and Giroux.

Nathan, M. J., & Petrosino, A. (2003). Expert blind spot among preservice teachers. American Educational Research Journal, 40(4), 905–928.

Singley, M. K., & Anderson, J. R. (1989). The transfer of cognitive skill. Harvard University Press.

Part IV: Learning in Specific Domains

Chapters 23–28 (Academic, Physical, Language, Coding, Professional, AI)

Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.

Newport, C. (2012). So good they can't ignore you: Why skills trump passion in the quest for work you love. Grand Central Publishing.

Pinker, S. (1994). The language instinct: How the mind creates language. William Morrow.

Schmidt, R. A., & Lee, T. D. (2011). Motor control and learning: A behavioral emphasis (5th ed.). Human Kinetics.

Ullman, M. T. (2004). Contributions of memory circuits to language: The declarative/procedural model. Cognition, 92(1–2), 231–270.

Willingham, D. T. (2021). Why don't students like school? (2nd ed.). Jossey-Bass.

Part V: Designing Your Learning Environment

Chapters 29–32 (Study System, Environment, Social Learning, Assessment)

Clear, J. (2018). Atomic habits: An easy and proven way to build good habits and break bad ones. Avery.

Duhigg, C. (2012). The power of habit: Why we do what we do in life and business. Random House.

Fogg, B. J. (2019). Tiny habits: The small changes that change everything. Houghton Mifflin Harcourt.

Lally, P., van Jaarsveld, C. H. M., Potts, H. W. W., & Wardle, J. (2010). How are habits formed: Modelling habit formation in the real world. European Journal of Social Psychology, 40(6), 998–1009.

Part VI: Teaching and Sharing Learning

Chapters 33–36 (Teaching Others, Designing Learning, Lifetime Learning, Learning Society)

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. Jossey-Bass.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.

Karpicke, J. D., & Grimaldi, P. J. (2012). Retrieval-based learning: A perspective for enhancing meaningful learning. Educational Psychology Review, 24(3), 401–418.

Rohwer, W. D., Jr., & Thomas, J. W. (1989). The role of mnemonic strategies in study effectiveness. In C. B. McCormick, G. Miller, & M. Pressley (Eds.), Cognitive strategy research: From basic research to educational applications (pp. 153–181). Springer.

Part VII: Synthesis

Chapters 37–38 (Personal Manifesto, What to Learn Next)

Tough, P. (2012). How children succeed: Grit, curiosity, and the hidden power of character. Houghton Mifflin Harcourt.

Waitzkin, J. (2007). The art of learning: An inner journey to optimal performance. Free Press.

Young, S. (2019). Ultralearning: Master hard skills, outsmart the competition, and accelerate your career. HarperBusiness.

Key Textbooks and Reviews

Anderson, J. R. (2015). Cognitive psychology and its implications (8th ed.). Worth Publishers.

Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417–444.

Mayer, R. E. (Ed.). (2005). The Cambridge handbook of multimedia learning. Cambridge University Press.

Metcalfe, J., & Shimamura, A. P. (Eds.). (1994). Metacognition: Knowing about knowing. MIT Press.

Open Science Collaboration. (2015). Estimating the reproducibility of psychological science. Science, 349(6251), Article aac4716.

Roediger, H. L., III, & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20–27.

Tulving, E. (1983). Elements of episodic memory. Oxford University Press.

Tulving, E., & Thomson, D. M. (1973). Encoding specificity and retrieval processes in episodic memory. Psychological Review, 80(5), 352–373.