| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | R | S | T | U | V | W | X | Y | Z | AA | AB | AC | AD | AE | AF | AG | AH | AI | AJ | AK | AL | AM | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | RCT data (leave blank if n/a) | ||||||||||||||||||||||||||||||||||||
2 | Title | Link | Year | Authors | Type | Niplav's Initlal Score | Short description | Number of participants | Length of intervention | What kind of controls | What were the participants tested with? | Effect seemed plausibly important (Yes/No/Maybe) | Experimental setup seem good? | Does it make sense to Niplav? | Other notes | ||||||||||||||||||||||
3 | Accelerated Expertise | https://commoncog.com/accelerated-expertise/ | 2021 | Cedric Chin | Book review | Accelerated Expertise | 10 | This is a book about the military attempting to build rapid training regimes | |||||||||||||||||||||||||||||
4 | Domain-Specific Principles Affect Learning and Transfer in Children (Brown, 1990) | https://onlinelibrary.wiley.com/doi/epdf/10.1207/s15516709cog1401_6 | 1990 | Ann L. Brown | Study | Domain-Specific Principles Affect Learning and Transfer in Children (Brown, 1990) | 5 | This is a study about pre-schoolers being able to transfer causal knowledge (use of tools for pulling in a toy) from one set of tools to another set | 98 | Tools that make task solvable are available/unavailable | No | Yes, looks at whether pre-school children are able to transfer at all | |||||||||||||||||||||||||
5 | Training Transfer: An Integrative Literature Review | https://www.semanticscholar.org/paper/Training-Transfer%3A-An-Integrative-Literature-Review-Burke-Hutchins/b4432f65b76d9a8d44b8ff68fd01239134f9aec5 | 2007 | Lisa A. Burke, Holly M. Hutchins | Literature Review | Training Transfer: An Integrative Literature Review | 6 | Literature review for the transfer of training to application of training at a job. | |||||||||||||||||||||||||||||
6 | Test-enhanced learning of natural concepts: Effects on recognition memory, classification, and metacognition | https://web.colby.edu/memoryandlanguagelab/files/2012/07/Jacoby-Wahlheim-Coane-2010-JEPLMC.pdf | 2010 | Larry L. Jacoby, Christopher N. Wahlheim, Jennifer H. Coane | Study | Test-enhanced learning of natural concepts: Effects on recognition memory, classification, and metacognition | 4 | 1. Training students to learn classification of birds, and checks whether trained/non-trained birds (from the same families as tested) are classified correctly. 2. Testing whether students that are tested with feedback are better at predicting their own future performance compared to only studying. 3. Testing whether students that are tested without feedback are better at predicting their own future performance compared to only studying. | 1. 40 2. 36 3. 72 | 1. Only studying vs. testing and studying 2. Only studying vs. testing and studying 3. Same as 2. | 1. Maybe (F(1, 39) =16.30, η_p²= .30) 2. Yes (F(2, 70)=18.49, η_p²=.35) 3. Yes (F(1, 70)=340.22, η_p²=.83) | Yes, though the intervention isn't super novel | |||||||||||||||||||||||||
7 | Repeated Testing Produces Superior Transfer of Learning Relative to Repeated Studying | https://www.researchgate.net/publication/46094320_Repeated_Testing_Produces_Superior_Transfer_of_Learning_Relative_to_Repeated_Studying | 2010 | Andrew C. Butler | Study | Repeated Testing Produces Superior Transfer of Learning Relative to Repeated Studying | 3 | Examines the degree of transfer (within-domain and across domains), dependent on the type of rehearsal (study or tests). Students were told to study six 1k word paragraphs (on "various topics") and then studies and/or were tested. Far transfer was also tested (example of applicability of bat wings for military aircraft). | 1b. 48 3. 20 | 1b. Only studying vs. studying and testing one question vs. testing different questions 3. Same as above, with a final far transfer test | 1b. Yes, effect size is d=1.03 of testing vs. restudying, but no difference between studying one question vs. different questions 3. Yes, far transfer with d=0.99 | Yes, though the intervention isn't super novel | |||||||||||||||||||||||||
8 | Effects of testing on learning of functions | http://laplab.ucsd.edu/articles/Kang,%20McDaniel,%20&%20Pashler_2011.pdf | 2011 | Sean H. K. Kang, Mark A. McDaniel, Harold Pashler | Study | Effects of testing on learning of functions | 10 | Undergraduate students were shown some values from a v-shaped function in a range from 25 to 75, and then later asked to predict the remainder. | Just observing datapoints vs. having to predict them & then observing the true value | No, as far as I can understand | No, the results section is kind of confusing: It never (?) talks about just transfer comparing between control and intervention | ||||||||||||||||||||||||||
9 | Long-term effects of testing on the recall of nontested materials | https://pubmed.ncbi.nlm.nih.gov/19953422/ | Long-term effects of testing on the recall of nontested materials | 3 | |||||||||||||||||||||||||||||||||
10 | Retrieval-induced facilitation: Initially nontested material can benefit from prior testing of related material (Chan et al., 2006) | https://www.apa.org/pubs/journals/releases/xge-1354553.pdf | Retrieval-induced facilitation: Initially nontested material can benefit from prior testing of related material (Chan et al., 2006) | 4 | |||||||||||||||||||||||||||||||||
11 | How to Solve It (Pólya, 1945) | https://archive.org/details/polya-how-to-solve-it | How to Solve It (Pólya, 1945) | 5 | |||||||||||||||||||||||||||||||||
12 | The art of doing science and engineering: learning to learn (Hamming, 1996) | https://www.goodreads.com/book/show/530415.The_Art_of_Doing_Science_and_Engineering | The art of doing science and engineering: learning to learn (Hamming, 1996) | 3 | |||||||||||||||||||||||||||||||||
13 | The Tacit Knowledge Series | https://commoncog.com/the-tacit-knowledge-series/ | 2024 | Cedric Chin | Blogpost | The Tacit Knowledge Series | 10 | This is a series of blogposts about the science behind tacit knowledge, and of the methods devised so far to extract such knowledge from experts into a legible format. | |||||||||||||||||||||||||||||
14 | Multiple Publications (Lia DiBello, 2022) | https://acsilabs.org/publications | Multiple Publications (Lia DiBello, 2022) | 4 | |||||||||||||||||||||||||||||||||
15 | Double loop learning in organizations (Argyris, 1977) | https://d1wqtxts1xzle7.cloudfront.net/33422921/08_Argyris_doublelooplearning-libre.pdf?1396999351=&response-content-disposition=inline%3B+filename%3DDouble_loop_learning_in_organizations.pdf&Expires=1708872671&Signature=TKT6F-FR0-e0gEDBmIorV5BC4-8EYAkicmxAIN6SpoVaSFnBJuigRUyHCL8uLsi8mm1t6~s1PA09ax0gVkG7RUZJ8HeSwvdDvKPwOeyUP7B82CrlHJAcd8CnxmJGzatgjTwWic36ropiQHt5qO-APHAIdXxcg-gy8CFEeZpg47yZRlH2PBzuqS0vPDQm571eR6jYIdYEpyDe9OlInQ5jFEy4EVC~geq~JPVy5Ccv4T4mIrQ33hIg59aG7Bek~j2XiXMhg9itsrMaII6euozMPHk68xPz72vXdQMtqaBz0o7iv2gXJv-A8GhFuG1z733qx5n~lFwZ3jS-r2QtUXj4mg__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA | Double loop learning in organizations (Argyris, 1977) | 8 | |||||||||||||||||||||||||||||||||
16 | The role of reflection in single and double loop learning (Greenwood, 1998) | https://d1wqtxts1xzle7.cloudfront.net/76192102/c98f562e4345696d966ebc82670c464c53dd-libre.pdf?1639361062=&response-content-disposition=inline%3B+filename%3DThe_Role_of_Reflection_In_Single_and_Dou.pdf&Expires=1708872672&Signature=TCEwhw9gYirLakIXZeEDFuBR7DjH0ArKNkV9yRvxqo6VeTBXpPYcrbDIus22tIb~nll5wpZcy4ZAK5VgcjWDdvdkDSECU-b-U-kdcS31xxc59-fB6s6X2sSDQVL0I5Qk46A6Sfkx8kXThO-o2ojk1PJeR45HauGAK~xKvPD-Y100ZiQ0WpvGgHK~o~hrRzP14Omjpe51-8k5Llr-THnlmket4VeIEM5tw1SwxWe49X9Wj6sEdW8g8QUw5thzKCuHiHvICjZUt0zxQUZcEPUgwABslP~8VRwubMUdMK1hfrrVs4N4GioKk0P-qxr~UpxS93KVstXfNEL9AxWQrQW1Ig__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA | The role of reflection in single and double loop learning (Greenwood, 1998) | 9 | |||||||||||||||||||||||||||||||||
17 | The Executive Mind and Double-Loop Learning (Argyris, 1982) | https://d1wqtxts1xzle7.cloudfront.net/32482454/92-the_executive_mind_and_the_double_loop_learning-libre.pdf?1391137305=&response-content-disposition=inline%3B+filename%3DReprinted_from_The_Executive_Mind_and_Do.pdf&Expires=1708872676&Signature=Kd38Lz0qM2qH5zgQrzj4rt6JBxG8WJpV0kNN2CBRY-eDKBrKeNOZHb0d-AdpEWPhZzR6ZRy75AJII8VOrZkDnUyAEW3Trqa6TJDrj3A~pCF7nu---LEM6VNGnmwU6642S~jdmW-QpHRiJ6TPs3814c7NlpqsosIX7tdZ2oqPw2VGqOPnVnKYSDjRtP-kdPT8Ce4VVry7Bsb2oX8KJ3mpljGPQ7TjVgyKR6xGKQL3p0JPsgo5ukUbP2AqeKW7KQwPgsR3lKvLaJTM-ryo1tBe3BOGV2JysE3fGLNsJRhCYBwlj7hlxemk-3Ok6igxuKtvFlEgZKmibnXsh5hSDHZxPw__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA | The Executive Mind and Double-Loop Learning (Argyris, 1982) | 7 | |||||||||||||||||||||||||||||||||
18 | Revitalizing double-loop learning in organizational contexts: A systematic review and research agenda (Auqiu & Furlan, 2023) | https://onlinelibrary.wiley.com/doi/pdf/10.1111/emre.12615 | 2023 | Revitalizing double-loop learning in organizational contexts: A systematic review and research agenda (Auqiu & Furlan, 2023) | 10 | ||||||||||||||||||||||||||||||||
19 | Training and transfer in task switching (Minear & Shah, 2008) | https://gwern.net/doc/dual-n-back/2008-minear.pdf | 2008 | Training and transfer in task switching (Minear & Shah, 2008) | 10 | ||||||||||||||||||||||||||||||||
20 | What intelligence tests miss (Stanovich & West, 2014) | http://keithstanovich.com/Site/Research_on_Reasoning_files/Stanovich_ThePsychologist.pdf | 2014 | What intelligence tests miss (Stanovich & West, 2014) | 3 | ||||||||||||||||||||||||||||||||
21 | What intelligence tests miss: The psychology of rational thought (Stanovich, 2009) | https://psycnet.apa.org/record/2008-06992-000 | 2009 | What intelligence tests miss: The psychology of rational thought (Stanovich, 2009) | 4 | ||||||||||||||||||||||||||||||||
22 | Learning to Learn: On Training Students to Learn from Texts (Brown et al., 1980) | https://www.ideals.illinois.edu/items/17942/bitstreams/64297/data.pdf | Learning to Learn: On Training Students to Learn from Texts (Brown et al., 1980) | 8 | |||||||||||||||||||||||||||||||||
23 | Learning to Learn (Thrun & Pratt, 1998) | https://gateway.ipfs.io/ipfs/bafykbzacearswcseu2gw6tog74ss2kwjqb6qb56kkgbnfmy4qstymackm7fqw?filename=Sebastian%20Thrun%2C%20Lorien%20Pratt%20%28auth.%29%2C%20Sebastian%20Thrun%2C%20Lorien%20Pratt%20%28eds.%29%20-%20Learning%20to%20Learn-Springer%20US%20%281998%29.pdf or https://books.google.de/books?hl=en&lr=&id=X_jpBwAAQBAJ&oi=fnd&pg=PA4&dq=learning+to+learn+psychology&ots=gXMg4XFhAt&sig=CZG3Ex6nNT5wD_tMiHuFUtgGvco&redir_esc=y#v=onepage&q=learning%20to%20learn%20psychology&f=false | 1998 | Learning to Learn (Thrun & Pratt, 1998) | 1 | ||||||||||||||||||||||||||||||||
24 | Preschool children can learn to transfer: Learning to learn and learning from example (Brown & Kane, 1988) | https://www.sciencedirect.com/science/article/abs/pii/001002858890014X | 1988 | Preschool children can learn to transfer: Learning to learn and learning from example (Brown & Kane, 1988) | 4 | Chart on p. 8 | |||||||||||||||||||||||||||||||
25 | Teaching Self-Regulated Learning Through a "Learning to Learn" Course | https://sci-hub.st/https://doi.org/10.1207/S15328023TOP3001_05 | 2009 | Barbara K. Hofer, Shirley L. Yu | Non-RCT observational study | Teaching Self-Regulated Learning Through a "Learning to Learn" Course | 10 | College students are taught a 4h/week "Learning to Learn" course, with contents from cognitive and motivational psychology and a set of learning strategies | 78 US-American college freshmen | None (I do not like this) | No. Converting the changes to effect sizes gives results <0.5, which isn't enough to overcome skepticism of observational studies | Yes, don't investigate this further | |||||||||||||||||||||||||
26 | The Learning and Transference of the Piagetian Concept of Conservation (Richards et al, 1970) | https://www.proquest.com/openview/dcabbde81ca469ddec4d728beddbf1cc/1?pq-origsite=gscholar&cbl=1976608 | 1970 | The Learning and Transference of the Piagetian Concept of Conservation (Richards et al, 1970) | 2 | ||||||||||||||||||||||||||||||||
27 | A Transfer-in-Pieces Consideration of the Perception of Structure in the Transfer of Learning (Wagner, 2007) | https://www.tandfonline.com/doi/abs/10.1080/10508406.2010.505138 | 2007 | A Transfer-in-Pieces Consideration of the Perception of Structure in the Transfer of Learning (Wagner, 2007) | 7 | ||||||||||||||||||||||||||||||||
28 | Piaget: Implications for teaching (Webb, 2010) | https://www.tandfonline.com/doi/pdf/10.1080/00405848009542880 | 2010 | Piaget: Implications for teaching (Webb, 2010) | 5 | ||||||||||||||||||||||||||||||||
29 | Transference, Schema, and Assimilation (Wachtel, 1980) | https://www.cyberpsych.org/sepi/wachtel.htm | 1980 | Transference, Schema, and Assimilation (Wachtel, 1980) | 2 | ||||||||||||||||||||||||||||||||
30 | Double Loop Learning and the Quality of Quality Improvement (Elliott, 1996) | https://www.sciencedirect.com/science/article/abs/pii/S1070324116302097?via%3Dihub | 1996 | Double Loop Learning and the Quality of Quality Improvement (Elliott, 1996) | 9 | ||||||||||||||||||||||||||||||||
31 | New Theories for New Learnings (Papert,1984) | http://dailypapert.com/wp-content/uploads/2015/07/New-Theories-for-New-Learnings.pdf | 1984 | New Theories for New Learnings (Papert,1984) | 3 | ||||||||||||||||||||||||||||||||
32 | Computational Thinking, Between Papert and Wing (Lodi & Martini, 2021) | https://link.springer.com/article/10.1007/s11191-021-00202-5 | Computational Thinking, Between Papert and Wing (Lodi & Martini, 2021) | 4 | |||||||||||||||||||||||||||||||||
33 | Mind in Society. The Development of Higher Psychological Processes (Vygotsky, 1978) | https://autismusberatung.info/wp-content/uploads/2023/09/Vygotsky-Mind-in-society.pdf | Mind in Society. The Development of Higher Psychological Processes (Vygotsky, 1978) | 2 | |||||||||||||||||||||||||||||||||
34 | Concrete Human Psychology (Vygotsky, 2014) | https://www.tandfonline.com/doi/abs/10.2753/RPO1061-0405270253 | Concrete Human Psychology (Vygotsky, 2014) | 1 | |||||||||||||||||||||||||||||||||
35 | Deutero-Learning in Organizations: A Review and a Formulation (Visser, 2004) | https://repository.ubn.ru.nl/bitstream/handle/2066/19481/19481.pdf?sequence=1 | Deutero-Learning in Organizations: A Review and a Formulation (Visser, 2004) | 10 | |||||||||||||||||||||||||||||||||
36 | Gregory Bateson on deutero-learning and double bind: A brief conceptual history (Visser, 2003) | https://lchc.ucsd.edu/mca/Mail/xmcamail.2012_02.dir/pdfE9ErOccrOM.pdf | Gregory Bateson on deutero-learning and double bind: A brief conceptual history (Visser, 2003) | 4 | |||||||||||||||||||||||||||||||||
37 | Acquiring Organizational Learning Norms (Wijnhoven, 2001) | https://ris.utwente.nl/ws/files/231972457/Wijnhoven2001acquiring.pdf | Acquiring Organizational Learning Norms (Wijnhoven, 2001) | 6 | |||||||||||||||||||||||||||||||||
38 | Enhanced Learning and Retention of Medical Knowledge Using the Mobile Flash card Application Anki (Lu et al. 2021) | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8651966/ | Enhanced Learning and Retention of Medical Knowledge Using the Mobile Flash card Application Anki (Lu et al. 2021) | 2 | |||||||||||||||||||||||||||||||||
39 | Thread on Expertise in Business (Chin, 2021) | https://twitter.com/ejames_c/status/1417689411374915584 | Thread on Expertise in Business (Chin, 2021) | 6 | |||||||||||||||||||||||||||||||||
40 | Accelerated Expertise (Hoffman et al, 2014) | https://cloudflare-ipfs.com/ipfs/bafykbzacebbvaqunn677vr2npjiuvg6jhtsazsaw6sawlamf57rhgftbhnrsg?filename=%28Expertise_%20Research%20and%20Applications%20Series%29%20Robert%20R.%20Hoffman%2C%20Paul%20Ward%2C%20Paul%20J.%20Feltovich%2C%20Lia%20DiBello%2C%20Stephen%20M.%20Fiore%2C%20Dee%20H.%20Andrews%20-%20Accelerated%20Expertise_%20Training%20for%20High%20Proficiency%20in%20a.pdf | Accelerated Expertise (Hoffman et al, 2014) | 10 | |||||||||||||||||||||||||||||||||
41 | The Effect of the Polya Model Problem Solving Method on Improving Student Learning Outcomes in Solving Math Word Problems | https://jurnal.syekhnurjati.ac.id/index.php/eduma/article/viewFile/8700/3969 | 2021 | A. Muhajir Nasir, Syartina | Paper | The Effect of the Polya Model Problem Solving Method on Improving Student Learning Outcomes in Solving Math Word Problems | 8 | Pre-test post-test study in which high-school students | 32 Indonesian high school students. | No controls. | Math problems on quadrilaterals. | Maybe. Effect size is 0.71, which barely passes my bar for a non-controlled experiment. | Having looked at the three (only?) papers that test the Pólya method, I am intrigued. | ||||||||||||||||||||||||
42 | The Students’ Ability to Solve Realistic Mathematical Problems through Polya Type Problem Solving Learning Model | http://edulearn.intelektual.org/index.php/EduLearn/article/viewFile/4526/5353 | 2018 | Paper | The Students’ Ability to Solve Realistic Mathematical Problems through Polya Type Problem Solving Learning Model | 10 | Classes of elementary school children were randomized and either given instruction in the Pólya method or the conventional Indonesian schooling method (I assume some form of direct instruction). They were then tested on whether they could solve simple problems with fractions. | 138 (last year elementary school children) | Semester long | Control was "the learning process was done conventionally", intervention was teaching the Pólya method | Yes (this calculator gives me d=2.4, which I find hard to believe?) | This effect size looks too high to me. 2.4 is really extreme. Possibly fraud? It's one of those papers with many typos, confusingly written, many details elided… Tried looking up the impact factor of the journal but couldn't find it for http://edulearn.intelektual.org/index.php/EduLearn | |||||||||||||||||||||||||
43 | Students' ability to solve mathematical problems through Pólya steps | https://jestec.taylors.edu.my/Special%20Issue%20ICMScE2022/ICMScE2022_04.pdf | 2022 | F. Fitriani, Rahmi Hayati, S. Sugeng S. Srimuliati, Tatang Herman | Paper | Students' ability to solve mathematical problems through Pólya steps | 3 | 40 high-school children from Indonesia were observed soling mathematical problems using the Pólya method | 40 high school children from Indonesia | No, as far as I can understand | No, this does not make sense to me. One of those paper where reading feels like having a stroke. | ||||||||||||||||||||||||||
44 | The Comprehensive Assessment of Rational Thinking (Stanovich, 2013) | http://keithstanovich.com/Site/Research_on_Reasoning_files/Stanovich_EdPsy_2016.pdf | The Comprehensive Assessment of Rational Thinking (Stanovich, 2013) | 6 | |||||||||||||||||||||||||||||||||
45 | Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology (Dunlosky et al. 2013) | https://sci-hub.st/10.1177/1529100612453266 | 2013 | John Dunlosky, Katherine A. Rawson, Elizabeth J. Marsh, Mitchell J. Nathan, Daniel T. Willingham | Review paper | Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology (Dunlosky et al. 2013) | |||||||||||||||||||||||||||||||
46 | Do the Real Thing (Young 2020) | https://www.scotthyoung.com/blog/2020/05/04/do-the-real-thing/ | Do the Real Thing (Young 2020) | ||||||||||||||||||||||||||||||||||
47 | Dual n-Back FAQ (Gwern 2019) | https://gwern.net/dnb-faq | Dual n-Back FAQ (Gwern 2019) | ||||||||||||||||||||||||||||||||||
48 | Dual n-Back Meta-Analysis (Gwern 2018) | https://gwern.net/dnb-meta-analysis | Dual n-Back Meta-Analysis (Gwern 2018) | ||||||||||||||||||||||||||||||||||
49 | An Easier Method for Extracting Tacit Knowledge (Chin 2021) | https://commoncog.com/an-easier-method-for-extracting-tacit-knowledge/ | An Easier Method for Extracting Tacit Knowledge (Chin 2021) | ||||||||||||||||||||||||||||||||||
50 | An exploration of long-term far-transfer effects following an extended intervention program in the high school science curriculum | https://www.tandfonline.com/doi/abs/10.1207/s1532690xci1101_1 | An exploration of long-term far-transfer effects following an extended intervention program in the high school science curriculum | ||||||||||||||||||||||||||||||||||
51 | All other things being equal: Acquisition and transfer of the control of variables strategy | https://www.etc.cmu.edu/projects/sci-fri/wp-content/uploads/2012/02/Chen-Klahr-1999-All-other-things-being-equal-acquisition-and-transfer-of-the-control-of-variables-strategy.pdf | All other things being equal: Acquisition and transfer of the control of variables strategy | ||||||||||||||||||||||||||||||||||
52 | The effects of statistical training on thinking about everyday problems | https://deepblue.lib.umich.edu/bitstream/handle/2027.42/26118/0000194.pdf;sequence=1 | 1986 | Geoffrey T. Fong, David H. Krantz, Richard E. Nisbett | Paper | The effects of statistical training on thinking about everyday problems | 10 | This paper trains people on the law of large numbers, and then tests whether those people can apply the law in the correct context to problems they haven't seen before, and decide correctly whether the problem requires the law of large numbers (or statistical reasoning at all). | 1. 347 (229 adults, 118 high school students) 2. 166 (undergraduates) 3. Not relevant 4. 193 (male students) | One to a few hours | 1. Not training at all vs. reminding people of the law of large numbers vs. stating the law vs stating the law with examples vs. full training with explanations and examples 2. Nothing or full training, but this time with only training on subjective/objective/probabilistic domains 3. Not relevant 4. Tracked students before and after a statistics course | 1. Maybe (effect of ~1 logit of control vs. full intervention) (TODO: Understand the measure here better!) 2. Maybe, same as above (type of domain doesn't matter) 3. Not relevant 4. No | |||||||||||||||||||||||||
53 | Teaching Thinking Skills | https://www.researchgate.net/profile/Raymond-Nickerson/publication/232424806_Teaching_Thinking_Skills/links/564b3d0408ae3374e5dd841b/Teaching-Thinking-Skills.pdf | 1986 | Richard J. Herrnstein, Raymond S. Nickerson, Margarita de Sfinchez, John A. Swets | Paper | Teaching Thinking Skills | 8 | 450 high school students in Venezuela were given a year-long course on decision-making. Their general ability was compared to high-schoolers who hadn't received the course, the effect sizes are medium-small. | 12 classes with 463 7th grade students as intervention, 12 classes with 432 students as control. Classes not randomly selected, instead selected so that an equal number of classes from each school was chosen. | A year of classes, four days a week. | Not clear what the control classes were on, paper doesn't elaborate. Intervention class was a year-long class on decision-making (e.g. trade-offs, systematic trial & error, spatial reasoning) for four days a week. | Maybe, learning towards No. d=0.35 on the General Abilities Test, other tests show a similar gain. | Niplav off the cuff: yes. Described control procedure, described intervention in detail. Described test used to assess ability change. Clearly written | This looks solid to me, and about the effect size I'd expect. But I'm really happy this paper exists! | |||||||||||||||||||||||
54 | Transfer from spatial education to verbal reasoning and prediction of transfer from learning-related neural change | https://www.science.org/doi/epdf/10.1126/sciadv.abo3555 | 2022 | Robert A. Cortes, Emily G. Peterson, David J. M. Kraemer, Robert A. Kolvoord, David H. Uttal, Nhi Dinh, Adam B. Weinberger, Richard J. Daker, Ian M. Lyons, Daniel Goldman, Adam E. Green | Transfer from spatial education to verbal reasoning and prediction of transfer from learning-related neural change | 6 | Paper on giving some high school students a course focused on geospatial information systems, focused on and encouraging spatial reasoning, then testing them and many controls after the course has been finished on spatial and verbal reasoning tasks. | 346 high school students (mean age 16.6 years) | Intervention: A course on Geospatial Information Systems (probably CS-focused) vs. just not getting the course. | Measures of verbal reasoning, spatial scanning and mental rotation; half of the tests were explictly verbal, half were explicitly spacial | No, the effects were very small (<5% variance in test outcomes explained by having taken the Geospatial course), with Cohen's f≤0.2, which is fairly small). Did yield improvement though. | Niplav off the cuff: yes. Described intervention & control in detail. Clearly written, used standard statistical tools. Also did some EEG on the participants, so they took it more seriously (?) | Yes | ||||||||||||||||||||||||
55 | Effectiveness of Error Management Training: A Meta-Analysis | https://specialisthelicopters.com/wp-content/uploads/2018/11/EMT-Effectiveness_MetaAnalysis_2008.pdf | 2008 | Nina Keith, Michael Frese | Meta-analysis | 10 | Meta-analysis of encouraging learners & trainees to embrace errors instead of avoiding ("Error Management Theory"). Finds that it induces transfer, and also works better than telling trainees to avoid errors. | 2183, various different groups | Small change to training method, probably <15 minutes total cost per trainee | Encouraging errors, reflection on errors and exploration during training | Ability to learn using office software and programming languages | Yes. Induces transfer, effect sizes are large. | Since it's a meta-analysis, I can't say much about this—I haven't dug into the individual studies. | Yes | |||||||||||||||||||||||
56 | Training in business and industry | https://search.worldcat.org/title/1036908258 | 1961 | William McGehee, Paul W. Thayer | Textbook | ||||||||||||||||||||||||||||||||
57 | |||||||||||||||||||||||||||||||||||||
58 | |||||||||||||||||||||||||||||||||||||
59 | |||||||||||||||||||||||||||||||||||||
60 | |||||||||||||||||||||||||||||||||||||
61 | |||||||||||||||||||||||||||||||||||||
62 | |||||||||||||||||||||||||||||||||||||
63 | |||||||||||||||||||||||||||||||||||||
64 | |||||||||||||||||||||||||||||||||||||
65 | |||||||||||||||||||||||||||||||||||||
66 | |||||||||||||||||||||||||||||||||||||
67 | |||||||||||||||||||||||||||||||||||||
68 | |||||||||||||||||||||||||||||||||||||
69 | |||||||||||||||||||||||||||||||||||||
70 | |||||||||||||||||||||||||||||||||||||
71 | |||||||||||||||||||||||||||||||||||||
72 | |||||||||||||||||||||||||||||||||||||
73 | |||||||||||||||||||||||||||||||||||||
74 | |||||||||||||||||||||||||||||||||||||
75 | |||||||||||||||||||||||||||||||||||||
76 | |||||||||||||||||||||||||||||||||||||
77 | |||||||||||||||||||||||||||||||||||||
78 | |||||||||||||||||||||||||||||||||||||
79 | |||||||||||||||||||||||||||||||||||||
80 | |||||||||||||||||||||||||||||||||||||
81 | |||||||||||||||||||||||||||||||||||||
82 | |||||||||||||||||||||||||||||||||||||
83 | |||||||||||||||||||||||||||||||||||||
84 | |||||||||||||||||||||||||||||||||||||
85 | |||||||||||||||||||||||||||||||||||||
86 | |||||||||||||||||||||||||||||||||||||
87 | |||||||||||||||||||||||||||||||||||||
88 | |||||||||||||||||||||||||||||||||||||
89 | |||||||||||||||||||||||||||||||||||||
90 | |||||||||||||||||||||||||||||||||||||
91 | |||||||||||||||||||||||||||||||||||||
92 | |||||||||||||||||||||||||||||||||||||
93 | |||||||||||||||||||||||||||||||||||||
94 | |||||||||||||||||||||||||||||||||||||
95 | |||||||||||||||||||||||||||||||||||||
96 | |||||||||||||||||||||||||||||||||||||
97 | |||||||||||||||||||||||||||||||||||||
98 | |||||||||||||||||||||||||||||||||||||
99 | |||||||||||||||||||||||||||||||||||||
100 |