Grant: Cognition Toolbox

Publications

Pyburn, D. T., Pazicni, S., Benassi, V. A., & Tappin, E. M. (2014). The Testing Effect: An Intervention on Behalf of Low-Skilled Comprehenders in General Chemistry. Journal Of Chemical Education, 91(12), 2045-2057.

 

Benassi, V. A., Overson, C. E., & Hakala, C. M. (2014). Applying science of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/asle2014/index.php

 

Stiegler-Balfour, J. J., Benassi, V. A., Tatsak, H. & Taatjes, A. (2014). The influence of guiding questions on skilled- and less-skilled readers’ understanding of written discourse. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.). Applying science of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site:http://teachpsych.org/ebooks/asle2014/index.php

 

Benassi, V. A., Tappin, E. M., Overson, C. E., Lee, M. J.; O’Brien, E. J., Prudhomme White, B., Stiegler-Balfour, J. J. & Hakala, C. M. (2014). Applying the science of learning: The cognition toolbox. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.). Applying science of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site:http://teachpsych.org/ebooks/asle2014/index.php

 

Stiegler-Balfour, J. J., & Benassi, V. A. (2015). Guiding questions promote learning of expository text for less-skilled readers. Scholarship Of Teaching And Learning In Psychology, 1(4), 312-325. doi:10.1037/stl0000044

Collins, D.P, Rasco, D., & Benassi, V.A. (2018). Does Deeper Processing on Quizzes Benefit Exam Performance? Teaching of Psychology, 45 (3), 235-238.

://teachpsch.org/ebooks/asle204/index. http://teachpsych.org

/ebooks/asle2014/index.php

Download the eBook for free at: http://teachpsych.org/ebooks/asle2014/index.php

Instructions: Click on the title button to print a PDF version of the poster

This work is made possible by a grant from the Davis Educational Foundation. The Foundation was established by Stanton and Elisabeth Davis after Mr. Davis's retirement as chairman of Shaw's Supermarkets, Inc.

 

Overview

Poster explaining the Cognition Toolbox grant, funded by the Educational Davis Foundation (with link to printable PDF version)

 

Self Efficacy

Poster explaining purpose, methods and results of project on academic self-efficacy and how students with higher self-efficacy perform better than those with lower self-efficacy even when controlling for background knowledge (with link to printable PDF version)

 

Deep vs Shallow Processing

Poster explaining purpose, methods and results of project on study skills identified as deep or shallow processing, on student exam performances (with link to printable PDF version)

 

Guiding Questions

Poster explaining purpose, methods, and results of project on guiding questions to help poor-skilled readers boost performance on exams to that equal to better-skilled readers (with link to printable PDF version)

 

Illusions of Competence

Poster explaining the purpose, methods, and results of project on illusions of competence among poor-performing students (with link to printable PDF version)

 

Transfer Appropriate Processing (TAP)

Poster explaining purpose, methods, and results of project on transfer appropriate learning(with link to printable PDF version)

 

Multiple Choice vs Recall Questions

Poster explaining purpose, methods and results of project comparing quizzes with multiple choice versus recall questions on exam performance (with link to printable PDF version)

 

Testing Effect

Poster explaining purpose, methods and results of project using the testing effect for better retention of information (with link to printable PDF version)