myth of, 90– 94
models in, 83, 101; in
Errors, 90– 94; of blundering
per for mance goals and
gardener, 94– 98; feedback
learning goals, 180– 181;
on, 39– 40, 44, 90, 101;
praise affecting, 181– 182;
and Festival of Errors, 93;
reconsolidation of memory in,
generative learning in, 94– 98;
82– 83; in retrieval practice,
in illusion of knowing,
41, 43, 79, 203, 262n14; in
102– 130; and intellectual
spaced practice, 4, 47, 49, 81,
abilities, 7, 92; in retrieval
82, 205; and strength and
practice, 202; in social
duration of memory, 9, 49; in
contagion of memory, 117
student learning, 201; teacher
Evaluation skills, in Bloom’s
explanations of, 225– 226; in
taxonomy of learning,
varied practice, 47, 81
229
Einstein, Albert, 17
Example learning, 160;
Elaboration pro cess, 5– 6,
compared to rule learning,
36, 207– 208; in Andersen
155– 157, 278– 279n15
Windows and Doors, 250;
Experience, learning from, 66,
in football training, 62; of
133; generation effect in,
lifelong learners, 219,
208– 209; on investment
Index ê 300
