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;