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Generative Learning: Which Strategies for What Age?

Educational psychology review, 2021-12, Vol.33 (4), p.1295-1318

Brod, Garvin

2021

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Developing Personalized Education: A Dynamic Framework

Educational psychology review, 2021-09, Vol.33 (3), p.863-882

2021

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How Can We Make Active Learning Work in K–12 Education? Considering Prerequisites for a Successful Construction of Understanding

Psychological science in the public interest, 2021-04, Vol.22 (1), p.1-7

Brod, Garvin

2021

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Toward an understanding of when prior knowledge helps or hinders learning

NPJ science of learning, 2021-08, Vol.6 (1), p.24-24, Article 24

Brod, Garvin

2021

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Test Anxiety Does Not Predict Exam Performance When Knowledge Is Controlled For: Strong Evidence Against the Interference Hypothesis of Test Anxiety

Psychological science, 2022-12, Vol.33 (12), p.2073-2083

2022

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Differences in the neural signature of remembering schema-congruent and schema-incongruent events

NeuroImage (Orlando, Fla.), 2015-08, Vol.117, p.358-366

2015

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Predicting vs. guessing: the role of confidence for pupillometric markers of curiosity and surprise

Cognition and emotion, 2022-06, Vol.36 (4), p.1-740

2022

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Predicting as a learning strategy

Psychonomic bulletin & review, 2021-12, Vol.28 (6), p.1839-1847

Brod, Garvin

2021

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The influence of prior knowledge on memory: a developmental cognitive neuroscience perspective

Frontiers in behavioral neuroscience, 2013-10, Vol.7, p.139-139

2013

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Seeing the Error in My " Bayes ": A Quantified Degree of Belief Change Correlates with Children's Pupillary Surprise Responses Following Explicit Predictions

Entropy (Basel, Switzerland), 2023-01, Vol.25 (2), p.211

2023

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Applying the science of learning to EdTech evidence evaluations using the EdTech Evidence Evaluation Routine (EVER)

NPJ science of learning, 2023-09, Vol.8 (1), p.35-35, Article 35

2023

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Which Data Do Elementary School Teachers Use to Determine Reading Difficulties in Their Students?

Journal of learning disabilities, 2021-09, Vol.54 (5), p.349-364

2021

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Generative learning. Which strategies for what age?

Educational psychology review, 2021, Vol.33 (4), p.1295-1318

Brod, Garvin

2021

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Tackling Scientific Misconceptions: The Element of Surprise

Child development, 2021-09, Vol.92 (5), p.2128-2141

2021

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Cognitive Prerequisites for Generative Learning: Why Some Learning Strategies Are More Effective Than Others

Child development, 2021-01, Vol.92 (1), p.258-272

2021

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The Interplay of Motivation and Volitional Control in Predicting the Achievement of Learning Goals: An Intraindividual Perspective

Journal of educational psychology, 2022-07, Vol.114 (5), p.1048-1061

2022

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A Boon and a Bane: Comparing the Effects of Prior Knowledge on Memory Across the Lifespan

Developmental psychology, 2019-06, Vol.55 (6), p.1326-1337

2019

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Cognitive prerequisites for generative learning. Why some learning strategies are more effective than others

Child development, 2021, Vol.92 (1), p.258-272

2021

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Which data do elementary school teachers use to determine reading difficulties in their students?

Journal of learning disabilities, 2021, Vol.54 (5), p.349-364

2021

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Specifying the role of the ventromedial prefrontal cortex in memory formation

Neuropsychologia, 2018-03, Vol.111, p.8-15

2018

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Lighting the wick in the candle of learning: generating a prediction stimulates curiosity

NPJ science of learning, 2019-10, Vol.4 (1), p.1-7, Article 17

2019

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Effects of prior knowledge on memory: implications for education

Mind, brain and education, 2016-09, Vol.10 (3), p.153-161

2016

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When generating a prediction boosts learning. The element of surprise

Learning and instruction, 2018-06, Vol.55, p.22-31

2018

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Neural activation patterns during retrieval of schema‐related memories: differences and commonalities between children and adults

Developmental science, 2017-11, Vol.20 (6), p.n/a

2017

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Boosting self-regulated learning with mobile interventions: Planning and prompting help children maintain a regular study routine

Computers and education, 2023-11, Vol.205, p.104879, Article 104879

2023

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Generative Learning: Which Strategies for What Age?

Developing Personalized Education: A Dynamic Framework

How Can We Make Active Learning Work in K–12 Education? Considering Prerequisites for a Successful Construction of Understanding

Toward an understanding of when prior knowledge helps or hinders learning

Test Anxiety Does Not Predict Exam Performance When Knowledge Is Controlled For: Strong Evidence Against the Interference Hypothesis of Test Anxiety

Differences in the neural signature of remembering schema-congruent and schema-incongruent events

Predicting vs. guessing: the role of confidence for pupillometric markers of curiosity and surprise

Predicting as a learning strategy

The influence of prior knowledge on memory: a developmental cognitive neuroscience perspective

Seeing the Error in My " Bayes ": A Quantified Degree of Belief Change Correlates with Children's Pupillary Surprise Responses Following Explicit Predictions

Applying the science of learning to EdTech evidence evaluations using the EdTech Evidence Evaluation Routine (EVER)

Which Data Do Elementary School Teachers Use to Determine Reading Difficulties in Their Students?

Generative learning. Which strategies for what age?

Tackling Scientific Misconceptions: The Element of Surprise

Cognitive Prerequisites for Generative Learning: Why Some Learning Strategies Are More Effective Than Others

The Interplay of Motivation and Volitional Control in Predicting the Achievement of Learning Goals: An Intraindividual Perspective

A Boon and a Bane: Comparing the Effects of Prior Knowledge on Memory Across the Lifespan

Cognitive prerequisites for generative learning. Why some learning strategies are more effective than others

Which data do elementary school teachers use to determine reading difficulties in their students?

Specifying the role of the ventromedial prefrontal cortex in memory formation

Lighting the wick in the candle of learning: generating a prediction stimulates curiosity

Effects of prior knowledge on memory: implications for education

When generating a prediction boosts learning. The element of surprise

Neural activation patterns during retrieval of schema‐related memories: differences and commonalities between children and adults

Boosting self-regulated learning with mobile interventions: Planning and prompting help children maintain a regular study routine

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