Effects of learning item difficulty and value on cognitive offloading during middle childhood
Author:
Funder
Foundation of Liaoning Educational Committee
Social Science Foundation of Liaoning Province of China
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11409-022-09309-8.pdf
Reference55 articles.
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2. Ariel, R., & Dunlosky, J. (2013). When do learners shift from habitual to agenda-based processes when selecting items for study? Memory & Cognition, 41(3), 416–428. https://doi.org/10.3758/s13421-012-0267-4
3. Ariel, R., Dunlosky, J., & Bailey, H. (2009). Agenda-based regulation of study-time allocation: when agendas override item-based monitoring. Journal of Experimental Psychology: General, 138, 432–447. https://doi.org/10.1037/a0015928
4. Armitage Kristy, L., Adam, B., & Jonathan, R. (2020). Developmental origins of cognitive offloading. Proceedings of the Royal Society. Biological Sciences, 287. https://doi.org/10.1098/rspb.2019.2927
5. Berry, E. D., Allen, R. J., Mon-Williams, M., & Waterman, A. H. (2019). Cognitive offloading: structuring the environment to improve children’s working memory task performance. Cognitive Science, 43(8), e12770. https://doi.org/10.1111/cogs.12770
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