281n20
116– 117; in suggestion,
Dellis, Nelson, 164, 166
113– 114
Dendrites, 166, 169– 170
Doidge, Norman, 168
Desirable diffi culties in learning,
Donahue, Barney, 136– 137
68– 69, 98, 160, 226– 228,
Dooley, Vince, 60– 62, 120, 198,
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,
