Not only do we forget what we’ve learned, but we fail to transfer our learnings when we need it most. So we go on to acquire more new knowledge, strategies and tricks that doesn't seem to stick and synthesise.
While there are hundreds of courses and workshops, live or online, and as far as I know, there isn't a single course on teaching therapists how learn deeply and better.
What Problems Does The Deep Learner Online Workshop Solve?
Using the latest cutting edge science to improve how we learn, The Deep Learner online workshop aims to solve the problem of
1. Forgetting what you've learned, and
2. Not being able to apply them into clinical practice when your clients most need them.
I Want To Help You Become...
A deep learner is able to
1. Extend your mind by tapping into the powerful cutting edge science of how we learn best
1. It is not a bag of tricks;
2. It is not a theoretical online course;
3. It is not a pre-recorded lecture, and a poor substitute of face-to-face learning, and
Date: STARTS FROM THE DAY YOU SIGN UP!
Format: 1 practical idea/tip is "dripped" into your inbox every 3 days for total of 72 days.
And it is not subscription-based non-time limited. It's a LIFE-TIME ACCESS to the content and the community discussion! . You can do this at your own pace.
I BELIEVE THAT A GOOD LIFE IS A DEEP LIFE;
IT'S PREREQUISITE IS TO BECOME
A DEEP LEARNER.
Skeptical of Online Training?
Not all online trainings I've tried were bad though. Through my experimentation and trying to learn from others who were optimising online platforms to increase the depths of learning for individuals, I discovered that it is actually possible to design a learning platform with the primary intention of teaching the material online, without overwhelming an individual, and weaving in time for reflection, discussion, asking questions and applying the new ideas in their lives.
Daryl Chow, MA, Ph.D. (Psych), is a practitioner in Australia, and he is a senior associate of the International Center for Clinical Excellence (ICCE). He devotes his time to workshops and researches on the development of expertise and highly effective psychotherapists, teaching practitioners key principles to accelerate learning.
Based on his doctoral research on the role of deliberate practice in cultivating superior performance in psychotherapy, Daryl and colleagues 2015 peer-reviewed article was nominated the “Most Valuable Paper” by American Psychological Association (APA). His work is featured in two chapters from two edited books in 2017:
1. Cycle of Excellence: Using Deliberate Practice to Improve Supervision and Training (with Scott Miller and Mark Hubble),
He is the co-author of several articles, chapters and co-editor of, The Write to Recovery: Personal Stories & Lessons About Recovery From Mental Health Concerns, a heart-felt collective of client’s journey of their struggles and recovery process, interweaved with mental health professionals who were part of the healing process.(Click here for to receive the entire ebook for FREE)
Daryl is the lead researcher of the Difficult Conversations in Therapy (DCT) clinical trial, helping practitioners like you improve in their therapeutic engagement in challenging scenarios. (The pilot results were brief discussed in this article)
In 2018, his book The First Kiss: Undoing the Intake Model and Igniting First Sessions in Psychotherapy, was described as
"The book I’ve wanted every therapist to read for years." ~ Julie Tilsen, Ph.D.;
"A majestic, digestible, and real approach to psychotherapy..." ~ Jesse Owen, Ph.D., and
"In this engaging book, shows us what we have been doing wrong and more importantly, what we should be doing differently," ~Bruce Wampold, Ph.D.
Daryl maintains a private practice with a vibrant team at Henry Street Centre, Fremantle, and continues to serve as a senior psychologist at the Institute of Mental Health, Singapore. In a previous life, he was a youth worker. He currently lives with his wife and two kids in Western Australia. He continues to obsess about music and the craft of psychotherapy.
For more information, visit darylchow.com
Along with K Anders Ericsson, Bruce Wampold and Scott Miller, Daryl was one of the keynote speakers at the Achieving Clinical Excellence (ACE) Conference in Sweden, May 2-4 2018. Watch Daryl's entire presentation about A System of Practice. Click HERE!
Daryl is a published researcher in several peer-reviewed journals. He runs a cutting edge blog for mental health practitioners (Frontiers of Psychotherapist Development), and two other highly practical blogs for the general public, Full Circles: Reflections on Living. and Mind of Health: Cutting Edge Updates for Clinicians and Patients, Bridging the Divide Between Mind and Matter.
He is currently based in Western Australia, working with a group of vibrant private practitioners at Henry Street Centre, located in Fremantle, WA. He is currently in private practice, providing clinical supervision, training and consultations with a various organisations.
THE VISUAL GUIDE TO DEEP LEARNER WEB-BASED WORKSHOP
You shouldn't always trust one source of information. Besides, I'm biased.
Here's what leaders, practitioners, trainers, and supervisors from different countries have to say about another related course Reigniting Clinical Supervision. You'd get the same level—if not better!—quality of learning in Deep Learner.
Daryl Chow has an amazing ability to translate incredibly complicated material into comprehensible, bite size chunks of wisdom which can be applied in clinical practice and in daily living.
Daryl's grounded and gentle style engages participants into a rich, collaborative learning experience. This is the second course I've taken with Daryl (the other being Reigniting Clinical Supervision) and he is truly one of the important voices shaping the field of psychotherapy in the 21st century.
~Keith Klostermann, PhD, LMFT, LMHC, CFT, NCC, AS
Fulbright Specialist Roster, US State Dept.
Fellow in Clinical Mental Health Counseling Education and Research, AMHCA, Diplomate and Clinical Mental Health Counseling Specialist in Couples and Family Counseling, Military Counseling, Child and Adolescent Counseling, AMHCA
The Deep Learner Course brings most ordinary learning experiences back to life. I can now more effectively extract the gems from activities that would have been meaningless before.
~ Bert Munger,
Licensed Mental Health Counselor, Licensed Alcohol and Drug Counselor, Vermont, USA
Dr Chow provides a very in-depth and thought provoking course on what it means to be a deep learner and shows you strategies and tips which will help you not only improve your clinical practice, but your work/life balance as well.
- Melvin S. Marsh, MS (graduate student)
This course is a must if you want to get help in building your own learning system. And I would like to raise a warning finger at the same time, you will need to challenge many of your ideas what will be required of you to become a more helpful therapist.
That being said, you are not alone in this, above all, Daryl Chow generously shares his knowledge and experience in an educational and personal way.
~Bengt Göran Lindberg
Lic. psychotherapist, Supervisor, Sweden.
(More from others around the world about Daryl's other web-based workshops)
"Reigniting Clinical Supervision certainly delivers what it promises - a very welcomed spark that engages and motivates you further in your path towards professional development.
The course has helped me in a fascinating way. It has help me both see the bigger picture and at the same time become aware of the small parts of the process that leads to the big picture. This highly self-reflective and self-transforming drip-by-drip way of learning has provided me with continuous insights and an eagerness to transform my learnings straightaway into useable actions.
The powerful visualizations used in this course has tapped into my creativeness and a lot of new, unexpected ideas have emerged through that.
In our field there is so much you can improve, but the course has helped to narrow the focus down to the things that really matter to clients. The video material allows you to go back, rewind and refine your learnings and customize them in to different settings.
Daryl has a very welcoming, generous and personalized style as an instructor and provides you with motivating and thought awakening comments throughout the course. Daryl’s way of combining ideas and theories across different fields is brilliant and very inspiring.
I highly recommend the course to anyone interested and invested in professional development as a supervisor or self-supervision."
~ Heidi Nygård-Michelsson
Project manager (for implementation of FIT) and ICCE Certified FIT trainer
Crisis Counsellor at Crisis Center for Youth, HelsinkiMissio
"While I was quite familiar with many of the underlying ideas and the research base that underlie Daryl’s course, having done the FIT intensive with him and Scott Miller 18 months ago in Chicago, I was quite surprised that almost every session seemed to present an ahaa moment where I realised there was something new that I needed to focus on or remind myself.
... I especially liked the drip feed nature of the delivery. This let me grab as much new information as I wanted at any point in time, reflect on and consider that and ask questions or discuss when that seemed useful, before moving on to another chunk of information and ideas.
... An almost perfect balance amongst presentation of the research basis, the conceptual big picture ideas and the more micro,hands on, how to do it elements; and it provided something that I could apply, not only in my supervision practice but also in my work with clients and my teaching and mentoring of clinical students.
I highly recommend the course to all counsellors, therapists, supervisors and managers in the behavioural health arena.
~ Brent Gardiner,
Programme Leader, Master of Counselling Studies, Massey University, Palmerston North, New Zealand.
"No matter where you are in your journey as a therapist or supervisor, I found the online course Reigniting Clinical Supervision to be extraordinarily helpful.
It is full of practical and thought provoking approaches brought forward in a measured way to improve a therapist's overall performance.
The course has improved my self-awareness
in a number of areas where I can grow as well as a plan for this future growth.
As there is so much useful and timeless information I will be revisiting Reigniting Supervision time and time again."
~ Bob Beckwith, Registered Psychotherapist, Canada.
"Reigniting Clinical Supervision is an insightful combination of self-reflection, use of Feedback-Informed Treatment concepts, and supervisory tools that have impacted the way I provide supervision and direct counseling services.
While some of the content is a repeat from what I already knew of FIT, the RCS course shed light on the self of the therapist and the challenge of deliberate practice. I appreciated the drip format and interactions with other participants. I highly recommend this course to anyone who wishes to have improved supervisee and client outcomes through enhanced delivery of services."
~ Thea Vondracek, MA, LMFT, LPCS, Certified FIT Trainer.
"Tools for improving our practice handed to us on a plate: I’m really enjoying and appreciating Daryl’s reigniting supervision course. His approach is friendly, clear, open and inviting. I’ve grown to look forward to his email in my inbox each Monday and Friday, not just for the content, but for the warmth Daryl brings to my day.
The drip feed process is really great, as I find there’s time to digest, and the small amount of content means it’s easy to fit into everyday life. Daryl’s explanations are very clear. He uses the research succinctly with lovely metaphors, making a clear case for what he's teaching. Although I was already using feedback informed therapy, the review was great. The taxonomy of deliberate practice is a fabulous piece of work, and the guidance on the best way to use it is priceless.
This is a great course as Daryl has the ability to make things clear and simple, as well as practical and relevant. It’s helped me get clear in my mind about effective and realistic ways to keep monitoring and improving my practice and client outcomes.
It’s saved hours of my own research in this area, meaning I've been able to get straight into identifying the areas of my practice to work on that will make the biggest difference to client outcomes, as well as my enjoyment in my work. It's really great knowing that I'll be using my precious time in the wisest way I can! This is a highly cost-effective course, and Daryl's sincerity and natural personal style makes it a real pleasure to be part of.
~ Dr. Jeanette Spencer, medical practitioner, New Zealand.
"I really liked learning more about general theories of coaching. I also really liked the specific tools like the taxonomy of deliberate practice and the session impact grid. ..This course really made me think about what clinical supervision - something that we routinely do without asking too many questions in my profession- can be and how to link it directly to better outcomes for clients."
~ Dr Sika Turner,
Clinical Psychologist, Australia.
"Having it presented in small bites was the most useful aspect. This helped me to reflect on the content and integrate it much better than if it would have been presented in bigger chunks.
I can highly recommend this training course. I really liked that this course encouraged me to re-think my clinical practice in general and manly things I have learned will be useful in many different aspects of my work as a clinical, clinic manager and supervisor. It also helped me understand much better how I need to structure my ongoing learning to then actually use what I have learned to improve my work as a therapist. I also believe the contents of this course will help me be a better supervisor.
~Dr. Christina Reynolds,
Clinical Psychologist, Australia.
"Course design...Daryl conveyed his knowledge in an inspiring way. ... I am very satisfied. I can really recommend this course, at the same time as a warning finger. You will need to rethink how you look at your work and if you want to become a better therapist, hard work is required.
At the same time, opportunities are opened! Go for it!"
~ Bengt Göran Linberg,
Familjerådgivare, leg. Psykoterapeut, Sweden.
"So much practical informtaion. Thinking about how to identify areas of development. The taxonomy of deliberate practice has provided me with a method thinking about the work that I do and greater insight as to where my strengths and weaknesses are.
I found (the) use of metaphors and stories to be very helpful. The resources provided have also been of great use. Overall, I think the course was excellent.
~ Dr. Peter Gaitanis,
Psychologist, Complex Care, and
Monash Health Community, Australia.
"I appreciated how the content was broken up into small bite size pieces. The best part of the course, in my opinion, was the content itself. I learned so much and know that I will be going back to review many of the lessons.
Reigniting Clinical Supervision gave me so many useful tools both in terms of my development as a clinician and as a clinical supervisor. It helped me to break down deliberate practice and professional development into small, bite-sized pieces that made embarking on a shift in practice seem more manageable and achievable."
~Anita Harder MC, RPsych
Manager, Healthy Relationships, Canada.
"The wealth of information brought from other sources, many from outside the field of psychology. I was pretty motivated to get through the course because the content was engaging and so it was hard to wait so long for the next module sometimes.
This course was a game changer. Our agency recently implemented FIT and I received information on how to apply FIT from the sense of a clinical supervisor, not just a counselor.
Daryl gives lots of examples to make sure each new piece of information is understood and I just felt like I got it. Would highly recommend this course to anyone in a supervisor position.
~Jared Bingham LCPC, MAC, USA.
It's always good to know the person who will be your guide, as I will be providing you personalised support throughout the course (plus a follow-up consultation at the end).
Here's what participants say about Daryl's trainings in workshops held around the world:
"Made me think about my practice & want to strive to be better" -Chris, WA.
"It was one of the most informative, engaging and well presented PD’s I’ve been to.” - Psychologist, VIC.
"I've enjoyed your enthusiasm....inspiring." - anonymous, counsellor.
"It made me critically examine my practice and inspired me to engage in deliberate practice and use the activities worksheet so I can be more effective with my clients. It also made me think about my practice as a supervisor and how I can make supervision a more useful experience for my supervisees. I have already begun to put some of the things I have learned into practice and reports from supervisees suggest that they have found the process a lot more powerful since implementing those changes." - Venessa, psychologist, WA.
"Daryl... You have a great presentation style, very respectful and very clear. The content of these last two days was amazing..." - Eeuwe, psychologist, NZ.
"Daryl was very engaging open to questions and kept the content easy to understand." - Michelle, WA
"Daryl you are a very engaging trainer." - Shelley, WA
"I really enjoyed how personable you were." - anonymous
"The best PD I have ever done...." - Monique, psychologist, WA.
"It was very informative, engaging, and encouraged reflection of our current practice, which is great. Also appreciate the practical aspects..." -anonymous, counsellor.
"Great workshop! Loved the infographic and Daryl us stepping us through it. Very comphrensive and Daryl was an engaging presenter through his use of anecdotes... and input from the audience." - Sarah, psychologist.
"Engaging presenter. Very knowledgeable of content area. Very worthwhile activity...." - Sandy, psychologist
"The TDPA (Taxonomy of Deliberate Practice Activity, Chow & Miller, 2015) was incredible! Desperately needed something to structure how to get started on (my professional development)." - Tania, psychologist
"I found the workshop really useful and feel motivated to put this into practice." - Grace, psychologist.
"The workshop gave me some clear personal targets to improve my therapeutic work. I really appreciated the way that process was tailored to each of our individual needs." - Ben, psychologist
Here are the main books and articles that informs the design and ideas behind the DEEP LEARNER web-based workshop.
(It's a long list...but no worries! This course condenses and extracts the core principles and presents it in a way that you can apply them.)
- The Art of Learning by Josh Watzkin, 2007.
- Black Box Thinking by Matthew Syed, 2016.
- The Brave Learner by Julie Bogart, 2019.
- The Case Against Education by Bryan Caplan, 2019.
- Creating Significant Learning Experiences, by L. Dee Fink, 2013.
- The Courage to Teach by Parker Palmer, 1997.
- Deep Work by Cal Newport, 2014.
- Digital Minimalism by Cal Newport, 2019.
- The 80/20 Principle by Richard Koch, 2000.
- Extend Your Mind by Tiago Forte, 2018.
- Finite and Infinite Games by James Carse, 1986.
- The First 20 Hours by Josh Kaufman, 2014.
- Five Minds for the Future by Howard Gardner, 2009.
- The Gift of Failure by Jessica Lahey, 2016.
- The Half-Life of Facts by Samuel Arbesman, 2013.
- How Children Learn by Jonathan Holt, 1967.
- How to Take Smart Notes by Sönke Ahrens, 2017
- How We Learn by Benedict Carey, 2014.
- How We Learn: Why Brains Learn Better Than Any Machine...For Now, by Stanislas Dehaene, 2019.
- Late Bloomers by Rich Karlgaard, 2019.
- Learning from the Octopus by Rafe Sagarin, 2012.
- Make It Stick by Peter Brown et al., 2014.
- Make Time by Jake Knapp and John Zeratsky, 2018.
- Manage Your Day-to-Day edited by Jocelyn K. Glei, 2013.
- Mindset by Carol Dweck, 2006.
- Mindshift by Barabra Oakley, 2017
- Mindware by Richard Nisbett, 2015.
- The Mosiac Prinicple by Nick Lovegrove, 2016.
- The One World School House: Education Reimagined by Sal Khan, 2012.
- Peak, by K Anders Ericsson and Robert Pool, 2016.
- Play by Stuart Brown, 2009.
- Practice Perfect by Doug Lemov, Erica Woolway and Katie Yazzi, 2012.
- Powerful Teaching by Pooja Agarwal and Patrice Bain, 2019.
- Range by David Epstein, 2019.
- Reader, Come Home by Maryanne Wolf, 2019
- Remember This by Nelson Dellis, 2018.
- Seven Myths in Education by Daisy Christodolou, 2014
- Stop Talking, and Start Influencing, by Jared Horvath, 2019.
- The Time Paradox by Philip Zimbardo and John Boyd, 2008.
- Transfer of Learning by Robert Haskell, 2000.
- Ultralearning by Scott Young, 2019.
- Undertstanding How We Learn by M. Y. Weinstein, O., Sumracki, 2018.
- Using Feedback to Improve Learning by M. A. RUz-Primo and S. M. Brookhart, 2018.
- Visible Learning by John Hattie and Gregory Yates, 2014.
- What Have You Changed Your Mind About? By John Brockman, 2009.
Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017). Rethinking the Use of Tests: A Meta-Analysis of Practice Testing. Review of Educational Research, 87(3), 659-701. doi:10.3102/0034654316689306
Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 56-64). New York, NY: Worth Publishers; US.
Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings Metacognition: Knowing about knowing (pp. 185-205). Cambridge, MA: The MIT Press; US.
Bjork, R. A. (1999). Assessing our own competence: Heuristics and illusions Attention and performance XVII: Cognitive regulation of performance: Interaction of theory and application (pp. 435-459). Cambridge, MA: The MIT Press; US.
Bjork, R. A. (2009). Structuring the conditions of training to achieve elite performance: Reflections on elite training programs and related themes in chapters 10-13. In K. A. Ericsson (Ed.), Development of professional expertise: Toward measurement of expert performance and design of optimal learning environments (pp. 312-329). New York, NY: Cambridge University Press; US.
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-Regulated Learning: Beliefs, Techniques, and Illusions. Annual Review of Psychology, 64(1), 417-444. doi:doi:10.1146/annurev-psych-113011-143823
Carpenter, S. K. (2012). Testing Enhances the Transfer of Learning. Current Directions in Psychological Science, 21(5), 279-283. doi:10.1177/0963721412452728
Carroll, M. (2010). Levels of Reflection: On Learning Reflection. Psychotherapy in Australia, 16(2), 24-31. Retrieved from http://search.informit.com.au/documentSummary;dn=7...
Dewar, M., Alber, J., Cowan, N., & Della Sala, S. (2014). Boosting Long-Term Memory via Wakeful Rest: Intentional Rehearsal Is Not Necessary, Consolidation Is Sufficient. PLoS ONE, 9(10), e109542. doi:10.1371/journal.pone.0109542
Downar, J., Bhatt, M., & Montague, P. R. (2011). Neural Correlates of Effective Learning in Experienced Medical Decision-Makers. PLoS ONE, 6(11), e27768. doi:10.1371/journal.pone.0027768
Dweck, C. S., Chiu, C.-y., & Hong, Y.-y. (1995). Implicit theories and their role in judgments and reactions: A world from two perspectives. Psychological Inquiry, 6(4), 267-285. doi:http://dx.doi.org/10.1207/s15327965pli0604_1
Ehrlinger, J., Mitchum, A. L., & Dweck, C. S. (2016). Understanding overconfidence: Theories of intelligence, preferential attention, and distorted self-assessment. Journal of Experimental Social Psychology, 63, 94-100. doi:http://dx.doi.org/10.1016/j.jesp.2015.11.001
English, J. C. P. A. M. B. A. (2016). Training Doctors for Person-Centered Care. Academic Medicine, 91(3), 294-296.
Ferdinand, N. K., & Czernochowski, D. (2018). Motivational Influences on Performance Monitoring and Cognitive Control Across the Adult Lifespan. Frontiers in Psychology, 9(1018). doi:10.3389/fpsyg.2018.01018
Fischer, K. W., & Rose, L. (2007). Webs of skills: How children learn. Verhaltenstherapie & Verhaltensmedizin, 28(4), 475-484.
Fischer, K. W., Rose, L., & Rose, S. P. (2007). Growth cycles of mind and brain: Analyzing developmental pathways of learning disorders. Fischer, Kurt W [Ed]; Bernstein, Jane Holmes [Ed]; Immordino-Yang, Mary Helen [Ed] (2007) Mind, brain, and education in reading disorders (pp 101-132) xviii, 333 pp New York, NY, US: Cambridge University Press; US, 101-132.
Gallistel, C. R., & Matzel, L. D. (2013). The Neuroscience of Learning: Beyond the Hebbian Synapse. Annual Review of Psychology, 64(1), 169-200. doi:doi:10.1146/annurev-psych-113011-143807
Ghodsian, D., Bjork, R. A., & Benjamin, A. S. (1997). Evaluating training during training: Obstacles and opportunities Training for a rapidly changing workplace: Applications of psychological research (pp. 63-88). Washington, DC: American Psychological Association; US.
Gick, M. L., & Holyoak, K. J. (1980). Analogical problem solving. Cognitive Psychology, 12(3), 306-355. doi:https://doi.org/10.1016/0010-0285(80)90013-4
Graham, S., & Golan, S. (1991). Motivational Influences on Cognition: Task Involvement, Ego Involvement, and Depth of Information Processing (Vol. 83).
Greenwald, A. G. (1968). Cognitive Learning, Cognitive Response to Persuasion, and Attitude Change1 Psychological Foundations of Attitudes (pp. 147-170): Academic Press.
Halamish, V., & Bjork, R. A. (2011). When does testing enhance retention? A distribution-based interpretation of retrieval as a memory modifier. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(4), 801-812. doi:http://dx.doi.org/10.1037/a0023219
Hart, S. A. (2016). Precision Education Initiative: Moving Toward Personalized Education. Mind, Brain, and Education, 10(4), 209-211. doi:10.1111/mbe.12109
Hays, M. J., Kornell, N., & Bjork, R. A. (2010). The costs and benefits of providing feedback during learning. Psychonomic Bulletin & Review, 17(6), 797-801. doi:http://dx.doi.org/10.3758/PBR.17.6.797
Hays, M. J., Kornell, N., & Bjork, R. A. (2012). When and Why a Failed Test Potentiates the Effectiveness of Subsequent Study. Journal of Experimental Psychology: Learning, Memory, and Cognition May(Pagination), No Pagination Specified. doi:http://dx.doi.org/10.1037/a0028468
Headrick, L. A. M. D. M. S., Ogrinc, G. M. D. M. S., Hoffman, K. G. P., Stevenson, K. M. B. M., Shalaby, M. M. D., Beard, A. S. M. D., . . . Baum, K. D. M. D. M. (2016). Exemplary Care and Learning Sites: A Model for Achieving Continual Improvement in Care and Learning in the Clinical Setting. Academic Medicine, 91(3), 354-359.
Kelley, C. M., & McLaughlin, A. C. (2012). Individual Differences in the Benefits of Feedback for Learning. Human Factors: The Journal of the Human Factors and Ergonomics Society, 54(1), 26-35. doi:10.1177/0018720811423919
Koriat, A., & Bjork, R. A. (2006). Illusions of competence during study can be remedied by manipulations that enhance learners' sensitivity to retrieval conditions at test. Memory & Cognition, 34(5), 959-972. doi:10.1037/0278-73188.8.131.52
Kornell, N., & Bjork, R. A. (2008a). Learning concepts and categories: Is spacing the enemy of induction? Psychological Science, 19(6), 585-592. doi:10.1111/j.1467-9280.2008.02127.x
Kornell, N., & Bjork, R. A. (2008b). Optimising self-regulated study: The benefits-and costs-of dropping flashcards. Memory, 16(2), 125-136. doi:http://dx.doi.org/10.1080/09658210701763899
Kornell, N., & Bjork, R. A. (2009). A stability bias in human memory: Overestimating remembering and underestimating learning. Journal of Experimental Psychology: General, 138(4), 449-468. doi:http://dx.doi.org/10.1037/a0017350
Kornell, N., Hays, M. J., & Bjork, R. A. (2009). Unsuccessful retrieval attempts enhance subsequent learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35(4), 989-998. doi:http://dx.doi.org/10.1037/a0015729
Kyllonen, P. C., & Shute, V. J. (1989). A taxonomy of learning skills Learning and individual differences: Advances in theory and research (pp. 117-163). New York, NY: W H Freeman/Times Books/ Henry Holt & Co; US.
Lee, H. S., & Anderson, J. R. (2013). Student Learning: What Has Instruction Got to Do With It? Annual Review of Psychology, 64(1), 445-469. doi:doi:10.1146/annurev-psych-113011-143833
Lembo, A. J. M. D., Conboy, L. S., Kelley, J. M. P., Schnyer, R. S., McManus, C. A., Quilty, M. T., . . . Kaptchuk, T. J. O. M. D. (2009). A Treatment Trial of Acupuncture in IBS Patients. American Journal of Gastroenterology, 104(6), 1489-1497. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC269496...
Metcalfe, J., & Finn, B. (2008). Evidence that judgments of learning are causally related to study choice. Psychonomic Bulletin & Review, 15(1), 174-179. doi:http://dx.doi.org/10.3758/PBR.15.1.174
Miele, D. B., Finn, B., & Molden, D. C. (2011). Does Easily Learned Mean Easily Remembered? Psychological Science, 22(3), 320-324. doi:10.1177/0956797610397954
Molloy, K., Moore, D. R., Sohoglu, E., & Amitay, S. (2012). Less Is More: Latent Learning Is Maximized by Shorter Training Sessions in Auditory Perceptual Learning. PLoS ONE, 7(5), e36929. Retrieved from http://dx.doi.org/10.1371%2Fjournal.pone.0036929
Nielsen, K. (2008). On learning psychotherapy from clients. Nordic Psychology, 60(3), 163-182. doi:http://dx.doi.org/10.1027/1901-22184.108.40.206
Nolen, S. (1988). Reasons for Studying: Motivational Orientations and Study Strategies (Vol. 5).
O'Connell, M. (2019). Is the impact of SES on educational performance overestimated? Evidence from the PISA survey. Intelligence, 75, 41-47. doi:https://doi.org/10.1016/j.intell.2019.04.005
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119. Retrieved from http://sfx.lis.curtin.edu.au/sfx_local?sid=OVID:ps...
Razzouk, R., & Shute, V. (2012). What is design thinking and why is it important? Review of Educational Research, 82(3), 330-348. doi:http://dx.doi.org/10.3102/0034654312457429
Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics practice problems improves learning. Instructional Science, 35, 481-498.
Rozenbilt, L., & Keil, F. (2002). The misunderstood limits of folk science: an illusion of explanatory depth. Cognitive Science, 26(5), 521-562. doi:doi:10.1207/s15516709cog2605_1
Schmidt, R. A., & Bjork, R. A. (1992). New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training. Psychological Science, 3(4), 207-217. doi:http://dx.doi.org/10.1111/j.1467-9280.1992.tb00029...
Schneps, M. H., Rose, L., & Fischer, K. W. (2007). Visual learning and the brain: Implications for dyslexia. Mind, Brain, and Education, 1(3), 128-139.
Schwartz, B. (1982). Reinforcement-induced behavioral stereotypy: How not to teach people to discover rules. Journal of Experimental Psychology: General, 111(1), 23-59. doi:10.1037/0096-34220.127.116.11
Seeley, K. (2004). Gifted and Talented Students at Risk. Focus on Exceptional Children, 37. doi:10.17161/fec.v37i4.6870
Seijts, G. H., Latham, G. P., Tasa, K., & Latham, B. W. (2004). Goal setting and goal orientation: An integration of two different yet related literature. Academy of Management Journal, 47(2), 227-239. doi:10.2307/20159574
Shea, J. B., & Morgan, R. L. (1979). Contextual interference effects on the acquisition, retention, and transfer of a motor skill. Journal of Experimental Psychology: Human Learning & Memory March, 5(2), 179-187.
Shute, V., & Towle, B. (2003). Adaptive E-Learning. Educational Psychologist, 38(2), 105-114. doi:http://dx.doi.org/10.1207/S15326985EP3802_5
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189. doi:http://dx.doi.org/10.3102/0034654307313795
Shute, V. J., & Gawlick, L. A. (1995). Practice effects on skill acquisition, learning outcome, retention, and sensitivity to relearning. Human Factors, 37(4), 781-803. doi:http://dx.doi.org/10.1518/001872095778995553
Shute, V. J., Ventura, M., & Ke, F. (2015). The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills. Computers & Education, 80, 58-67. doi:http://dx.doi.org/10.1016/j.compedu.2014.08.013
Soderstrom, N. C., & Bjork, R. A. (2015). Learning Versus Performance: An Integrative Review. Perspectives on Psychological Science, 10(2), 176-199. doi:10.1177/1745691615569000
Storm, B. C., Bjork, E. L., & Bjork, R. A. (2008). Accelerated relearning after retrieval-induced forgetting: The benefit of being forgotten. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(1), 230-236. doi:http://dx.doi.org/10.1037/0278-7318.104.22.168
Storm, B. C., Bjork, R. A., & Storm, J. C. (2010). Optimizing retrieval as a learning event: When and why expanding retrieval practice enhances long-term retention. Memory & Cognition, 38(2), 244-253. doi:http://dx.doi.org/10.3758/MC.38.2.244
Frequently Asked Questions
If you have any further questions that are not addressed in the FAQ, feel free to drop me at an email at email@example.com, and I will personally response to your queries.
My job is to help you become a deep learner.