121– 123, 124, 273n17;

125– 126; in student- directed

required for new learning, 5,

learning, 124; testing affect-

100; retrieval cues of, 76– 79;

ing, 4– 5, 16, 17, 125, 202– 203

System 1 and System 2 in,

Jump school training in military,

105– 109, 115

67– 78; smoke jump training

Kompon, Jamie, 52

after, 78

Kruger, Justin, 121, 122, 273n17

Index ê 304

Language fl uency, 141

Madigan, Stephen, 216, 283n2

Larsen, Douglas, 56, 59, 60, 64,

Maixner, Kathy, 240– 241, 251,

66, 155, 239, 265– 266n10

284n11

Larson, Gary, 5

Maixner Group, 240

LaRussa, Tony, 140– 141

Mallow, Johannes, 196

Learning and Skills Research

Manhattan Free School, 123

Centre, 143, 275n5

Massachusetts Institute of

Learning goals, compared to

Technology, 142

per for mance goals, 180– 181

Massed practice, 3, 9– 10, 63;

Learning paragraphs, 89, 210,

on bird identifi cation, 55;

232

cramming as, 3, 31, 44, 48,

Learning styles, 4, 94, 131– 132,

63, 203, 226; fast gains in,

139– 146, 275nn5– 6; dynamic

9– 10, 47, 125; illusion of

testing compared to, 151; in

mastery in, 82; interleaved

dyslexia, 139– 140, 141– 143;

practice compared to, 47,

and instructional styles,

49, 50, 53– 55, 206– 207,

145– 146, 275n6; structure

263– 264n2; of motor skills,

building compared to, 153;

52, 80, 81; myth of, 47– 48;