Bibliography: the learning science this library stands on

Reference pages are lookup material. This is the consolidated, annotated source list for the science pillar — every work below is cited somewhere in the library, and the annotation says why. Works are grouped by the claim they carry. (How we weigh sources: our grading methodology; how to read them yourself: reading research critically.)

Memory and practice

• Ebbinghaus, H. (1885/1913). Memory: A Contribution to Experimental Psychology. The forgetting curve's origin — the finding our review engine exists to answer.
• Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks. Psychological Bulletin, 132(3). The spacing meta-analysis — why practice spreads.
• Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning. Psychological Science, 17(3). The modern testing-effect anchor — retrieval practice.
• Bjork, R. A., & Bjork, E. L. (2011). Making things hard on yourself, but in a good way. The desirable-difficulties frame — cited across difficulty, flow, and par.
• Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35. The interleaving line — mixed practice.
• Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice. Psychological Review, 100(3). Deliberate practice, cited with its 10,000-hour mythology stripped.
• Logan, G. D. (1988). Toward an instance theory of automatization. Psychological Review, 95(4). Why practiced-wrong compiles as readily as practiced-right — the fossilization argument's engine.

Cognitive architecture and instruction

• Sweller, J. — the cognitive load research program. Working memory as the bottleneck — our load page and half the design decisions in the product.
• Sweller, J., & Cooper, G. A. (1985). The use of worked examples. Cognition and Instruction, 2(1). Worked examples before problem-solving.
• Mayer, R. E. (2009). Multimedia Learning (2nd ed.). The coherence/seductive-details principles — multimedia and the narrative warning label.
• Bloom, B. S. (1968; 1984). Learning for mastery; The 2 sigma problem. The mastery tradition — why progression runs on competence.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1) and Kluger, A. N., & DeNisi, A. (1996). Psychological Bulletin, 119(2). What feedback helps and when it backfires — feedback.
• Butler, R. (1988). BJEP, 58. Grades eat comments — the mastery-signals constraint.

Motivation

• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory. American Psychologist, 55(1). The competence/autonomy/relatedness frame — motivation and the whole GBL pillar.
• Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). JPSP, 28(1) and Deci, E. L., Koestner, R., & Ryan, R. M. (1999). Psychological Bulletin, 125(6). Overjustification and its meta-analysis — the crowding-out evidence.
• Cordova, D. I., & Lepper, M. R. (1996). Journal of Educational Psychology, 88(4). Context and choice improving learning — narrative's anchor.
• Yeager, D. S., et al. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573. The honest-sized mindset evidence — growth mindset without the hype.

The correctives (myths, honestly closed)

• Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3). The learning-styles verdict — the myth page.
• Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67. Both myths in one corrective — digital natives, multitasking.
• Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Duckworth, D. (2019). ICILS 2018 (IEA). The international performance data that falsifies exposure-equals-competence — the most-cited source in this library, for cause.

Full pillar: science of learning. Sibling lists: digital literacy · online safety.

© Glu IO Pty. Ltd. — Wiz Kids (wiz.kids). Link freely; republication requires permission — see terms. Found an error in our reading of the research? We correct fast: tell any teacher piloting Wiz Kids.