References and further reading
Baddeley, A., & Longman, D. (1978). The influence of length and frequency of training sessions on the rate of learning to type. Ergonomics, 21, 627-635.
Board of Studies NSW. (2009). Personal Development, Health and Physical Education Stage 6 Syllabus.
Cowan, N. (2010). The magical mystery four: How is working memory capacity limited, and why? Current Directions in Psychological Science, 19(1), 51-57. http://doi.org/10.1177/0963721409359277
Craik, F.I.M., & Lockhart, R.S. (1972). Levels of processing: A Framework for memory research. Journal of Verbal Learning and Verbal Behaviour, 11(6), 671.
Farrand, P., Hussain, F., & Hennessy, E. (2002). The efficacy of the “mind map” study technique. Medical Education, 36, 426-431.
Hattie, J. (2009). Visible learning; a synthesis of over 800 meta-analyses relating to achievement. Routledge:NY. NY.
Johnson, R., Ginsberg, S & Wilks-Smith, N. (2020). Enhancing memory for learning: Teachers’ journeys of implementing memory strategies in their classrooms, Scan 39(1).
Kirschner, P.A., Sweller, J. & Clark, R.E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41, 75-86.
Landauer, T., & Bjork, R. (1978). Optimum rehearsal patterns and name learning. In M. Grneberg, P.Morris & R. Sykes (Eds.), Practical aspects of memory, 625-632. London: Academic Press.
Mayer, R.E., & Morreno, R. (2010). Techniques that reduce extraneous cognitive load and manage intrinsic cognitive load during multimedia learning. In J. L. Plass, R. Moreno, & R. Brunken (Eds.), Cognitive load theory (pp.131-152). Cambridge: Cambridge University Press.
Merrienboer, J.J., & Sweller, J. (2010). Cognitive Load theory in health professional education: design principles and strategies, 85-93. https://doi.org/10.1111/j.1365-2923.2009.03498.x
Palinscar, A.S (2013). Reciprocal Teaching. In J. Hattie & E.M. Anderson (Eds.), International Guide to Achievement (pp.369-371), Taylor and Francis.
Pashler, H., Rohrer, D., Cepeda, N., & Carpenter, S. (2007). Enhancing learning and retarding forgetting: Choices and consequences. Psychonomic Bulletin and Review, 14, 187-193.
RMIT University. (2019). Sans Forgetica wins prestigious design award. https://www.rmit.edu.au/news/all-news/2019/jul/sans-forgetica-award
Schacter, D. (1992). Priming and multiple memory systems: Perceptual mechanisms of implicit memory. Journal of Cognitive Neuroscience, 4, 244-256.
Sweller, J. (2012). Human cognitive architecture: Why some instructional procedures work and others do not. In K. Harris, S. Graham & T. Urdan (Eds.), APA Educational Psychology Handbook. American Psychological Association. Washington.
Sweller, J. (2002). Visualisation and Instructional Design. https://pdfs.semanticscholar.org/d041/c7df26d2d212a6e37204f8615119aff56eed.pdf?_ga=2.6319218.1365109857.1586994562-350032250.1586994562
Wang, A., & Thomas, M. (2000). Looking for long-term mnemonic effects on serial recall: The Legacy of Simonides. American Journal of Psychology, 113, 331-340.
Whitaker, L. (2019). What are some elaborate rehearsal strategies that will transfer learning into long-term memory? https://meteoreducation.com/long-term-memory-2/