228, 229– 230, 237; of

on, 226

Wenderoth, 89, 208, 210,

Study tips: for students,

228– 234, 236

201– 217; for lifelong

Teams, complementary areas of

learners, 217– 225

expertise in, 127– 128

Suggestion, distortion of

Testing, 4– 5, 19– 20; anxiety in,

memory in, 113– 114

91– 92; benefi ts of, 42– 43, 44,

Sullenberger, Chesley, 223

125, 202– 203, 263n17; in

Summary sheets, 208, 231

Columbia Public School

Surgical training: refl ection in,

District, 20, 33– 37, 238,

26– 27; retrieval practice in,

258n13, 260n8; in commer-

23– 27, 29; spaced practice

cial training, 240; cramming

in, 48– 49, 264n3

for, 3, 31, 44, 48, 63, 203,

Swonk, Diane, 139

226; delayed, 43; dynamic,

Synapses: formation of,

151– 152, 159, 277n12; errors

166– 167; pruning of, 167;

in, 39– 40, 44, 91; as false

structures in twins, 170

mea sure of ability, 19;

Synthesis of knowledge, in

familiarity affecting, 64; fear

Bloom’s taxonomy of

of failure in, 91– 92; feedback

learning, 229

on answers in, 39– 40, 44;

frequency of, 44, 125,

Teaching methods, 225– 239; for

203– 204, 263n17; in illusion

achievement in science courses,

of mastery, 4– 5, 16, 17, 116,

232– 234, 283n7; in Columbia

210; in intelligence mea sure-

Public School District

ment, 147, 148– 149; in Jiffy

(Illinois), 33– 37, 238– 239;

Lube University, 245, 246; in