229, 266– 267n2

222, 266n11

Developmental psychology, 8

Dowling, Joe, 217

Diffi culty of learning, 7,

Dreaming, consolidation of

67– 101; as desirable, 68– 69,

memory in, 267n4

98, 160, 226– 228, 229,

Dunn, Kenneth, 144

266– 267n2; in jump school

Dunn, Rita, 144

training, 68– 78; in spaced

Dunning, David, 109, 121, 122,

practice, 4, 47, 49, 81, 82,

126, 273n17

205; and strength and

Dunning- Kruger effect, 121,

duration of memory, 9; for

273n17

students, 201; as teaching

Dweck, Carol, 92, 139,

strategy, 225– 228, 229; as

179– 183, 233, 281n16

undesirable, 92, 98– 99

Dynamic testing, 151– 152, 159,

Discrimination skills, 65, 101;

277n12; steps in, 152

in identifi cation of artists’

Dyslexia, 139– 140, 141– 143,

painting styles, 53– 54, 84,

159, 275nn3– 4

Index ê 299

Early education programs,

223– 225; of medical student,

intelligence quotient changes

214, 215; in refl ection,

in, 175– 176

209– 210; with summary

Ebersold, Mike, 23– 27, 29, 59,

sheets, 208, 231; as teaching

120, 127, 155, 198, 222,

strategy, 208, 227, 231

259n1

Embedded questions, benefi ts of

Edison, Thomas, 93

to low structure- builders,

Effort: advanced learning in, 7;

155, 277n13

brain changes in, 199, 226;