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Battig, W. F. (1972). Intratask Interference as a Source of Facilitation in Transfer and Retention. In R. F. Thompson and J. F. Voss (Eds.), Topics in Learning and Performance, pp. 131-159. New York: Academic Press.

Bjork, R. A. (1975). Retrieval as a Memory Modifier. In R. Solso (Ed.), Information Processing and Cognition: The Loyola Symposium, pp. 123-144. Hillsdale, NJ: Erlbaum.

Bjork, R. A. (1994). Memory and Metamemory Considerations in the Training of Human Beings. In J. Metcalfe and A. Shimamura (Eds.), Metacognition: Knowing about Knowing (pp. 185-205). Cambridge, MA: MIT Press.

Bjork, R. A. (1999). Assessing Our Own Competence: Heuristics and Illusions. In D. Gopher and A. Koriat (Eds.), Attention and Performance XVII. Cognitive Regulation of Performance: Interaction of Theory and Application (pp. 435-459). Cambridge, MA: MIT Press.

Bjork, Robert. "How We Learn Versus How We Think We Learn," Reinvention Center Conference (Nov. 2006):

Bjork, R. A., and Bjork, E. L. (1992). A New Theory of Disuse and an Old Theory of Stimulus Fluctuation. In A. Healy, S. Kosslyn, and R. Shiffrin (Eds.), From Learning Processes to Cognitive Processes: Essays in Honor of William K. Estes, vol. 2, pp. 35-67. Hillsdale, NJ: Erlbaum.

Bjork, Elizabeth. "Research on Learning as a Foundation for Curricular Reform and Pedagogy," Reinvention Center Conference (Nov. 2004):

Bransford, J.D., Brown, A.L., and Cocking, R.R. (Eds.). (1999) How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press.

Carrier, M., & Pashler, H. (1992). The Influence of Retrieval on Retention. Memory & Cognition, 20, 633-642.

Christina, R. A., & Bjork, R. A. (1991). Optimizing Long-term Retention and Transfer. In D. Druckman and R. A. Bjork (Eds.), In the Mind’s Eye: Enhancing Human Performance, pp. 23-56. Washington, DC: National Academy Press.

Cialdini, R.B. (2000) Influence: Science and Practice, 4th Edition. New Jersey: Allyn & Bacon.

Cuddy, L. J., & Jacoby, L. L. (1982). When Forgetting Helps Memory: Analysis of Repetition Effects. Journal of Verbal Memory and Verbal Behavior, 21, 451-456.

Dempster, F. N. (1996). Distributing and Managing the Conditions of Encoding and Practice. In E. L. Bjork and R. A. Bjork (Eds.), Handbook of Perception and Cognition. Vol. 10, Memory, pp. 317-344. New York: Academic Press.

Donald, J.G. (2002) Learning to Think: Disciplinary Perspectives. San Francisco, CA: Jossey-Bass.

Duit, R., and Treagust, D.F. (2003) Conceptual Change: A Powerful Framework for Improving Science Teaching and Learning. International Journal of Science Education, 25(6), 671-688.

Dweck, C.S. (2000) Self-Theories: Their Role in Motivation, Personality, and Development. Philadelphia, PA: Psychology Press.

Estes, W. K. (1955). Statistical Theory of Distributional Phenomena in Learning. Psychological Review, 62, 369-377.

Fauconnier, G., and Turner, M. (1998) "Conceptual Integration Networks," Cognitive Science 22(2):133-187

Fauconnier, G., and Turner, M. (2002) The Way We Think: Conceptual Blending and the Mind’s Hidden Complexities, New York: Perseus Book Group

Gabel, D.L., ed. (1994). Handbook of Research on Science Teaching and Learning, New York: Macmillan.

Gardner, Howard. (2000). The Discipline Mind: Beyond Facts and Standardized Tests, The K-12 Education That Every Child Deserves. Penguin Putnam, New York.

Gardner, Howard (2000). Integlligence Reframed: Multiple Intelligences for the 21st Century. New York, NY: Basic Books.

Gardner, Howard. "How to Engage the Full Range of Students on the Proper Range of Topics in the Best Way...," Reinvention Center Conference (Nov. 2004):

Gollub, J.P., Bertenthal, M.W., Labov, J.B., and Curtis, P.C. (Eds.). (2002) Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools. Washington, DC: National Academy Press.

The GoodWork® Project: Does research on how leading professionals carry out work that is of high quality and socially responsible:

Hewson, P.W. (1996) Teaching for Conceptual Change. In D. F. Treagust, R. Duit and B. J. Fraser (Eds.), Improving Teaching and Learning in Science and Mathematics (pp. 131-140). New York: Teachers College Press.

Jacoby, L. L., Bjork, R. A., and Kelley, C. M. (1994). Illusions of comprehension and competence. In D. Druckman and R. A. Bjork (Eds.), Learning, Remembering, Believing: Enhancing Individual and Team Performance. (pp. 57-80). Washington, DC: National Academy Press.

Kotovsky, Kenneth, "Mapping Learning Principles to Knowledge Structures in the Natural and Behavioral Sciences," Reinvention Center Conference (Nov. 2004):

Mannes, S. M., and Kintsch, W. (1987). Knowledge Organization and Text Organization. Cognition and Instruction, 4, 91-115.

Mayer, R.E. (2002) Learning and Instruction. Upper Saddle River, New Jersey: Prentice Hall.

Mazur, E. (1996) Peer Instruction: A User’s Manual. Upper Saddle River, New Jersey: Prentice Hall.

McNamara, D. S., Kintsch, E., Songer, N. B., and Kintsch, W. (1996). Are Good Texts Always Better? Text Coherence, Background Knowledge, and Levels of Understanding in Learning from Text. Cognition and Instruction, 14, 1-43.

McDaniels, Mark. "Improving Student Learning: Moving from the Memory Laboratory to the Classroom," Reinvention Center Conference (Nov. 2004):

Mentkowski, Marcia and Associates. (2000). Learning That Lasts: Integrating Learning, Development, and Performance in College and Beyond. San Francisco: Jossey-Bass.

Metcalfe, Janet. "Principles of Cognitive Science in Educational Practice," Reinvention Center Conference (Nov. 2006):

Posner, G.J., Strike, K.A., Hewson, P.W., and Gertzog, W.A. (1982) Accommodation of a Scientific Conception: Toward a Theory of Conceptual Change. Science Education, 66(2), 211-227.

Project Zero, Harvard Graduate School of Education:

Redish, E.F. (2003) Teaching Physics: With the Physics Suite. Hoboken, New Jersey: Wiley.

Redish, E.F., Saul, J.M., and Steinberg, R.N. (1998) Student Expectations in Introductory Physics. American Journal of Physics, 66, 212-224.

Roediger, H. L., and Karpicke, J. D. (2005) Test-enhanced Learning: Taking Memory Tests Improves Long-term Retention. Manuscript submitted for publication.

Schmidt, R. A., and Bjork, R. A. (1992). New Conceptualization of Practice: Common Principles in Three Paradigms Suggest New Concepts for Training. Psychological Science, 3.

Shea, J. B., and Morgan, R. L. (1979). Contextual Interference Effects on the Acquisition, Retention, and Transfer of a Motor Skill. Journal of Experimental Psychology: Human Learning and Memory, 5, 179-187.

Simon, D., and Bjork, R. A. (2001). Metacognition in Motor Learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 907-912.

Smith, S. M., and Rothkopf, E. Z. (1984). Contextual Enrichment and Distribution of Practice in the Classroom. Cognition and Instruction, 1, 341-358.

Smith, S. M., Glenberg, A. M., & Bjork, B. A. (1978). Environmental Context and Human Memory. Memory & Cognition, 6, 342-353.

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