fi re hose instruction in, 10,

jump school training, 69– 70,

12; learning paragraphs in,

72; in learning style research,

89, 210, 232; and learning

145; as learning tool, 19– 20,

styles, 145– 146, 275n6; of

31, 125, 201– 205,

Matthews, 234– 236; of

258– 259nn13–14; massed

McDermott, 227, 236– 238;

practice or cramming for,

in medicine, 57– 60; peer

3, 31, 48, 63; in medical

instruction in, 125– 126,

education, 57, 60, 213, 214,

230– 231; of Sobel, 37– 39,

265– 266n10; memory cues

Index ê 312

Testing (continued)

Thayer method, 234, 236

in preparation for, 186,

Thinking, Fast and Slow

190– 194, 196– 197, 211;

(Kahneman), 105

multiple- choice tests in, 41,

Thomson, Donald M., 115,

261n12, 262n14; open- book,

272n10

40, 261– 262n13; overestima-

Time between practice sessions,

tion of competence in,

4, 48– 49; 203– 204, 215.

121– 122; and peer instruc-

See also Spaced practice

tion in groups, 230– 231; in

Tips for lifelong learners,

psychology course, 16, 90,

217– 225; for students,

186, 190– 194, 216, 217;

201– 217; for teachers,

recall of information after,

225– 239; for trainers,

19– 20, 29, 30– 32, 259n5;

239– 252

repetition of, 31– 32, 44, 125,

Tough, Paul, 182– 183

203– 204, 263n17; rereading

Toyota Motor Company, 249

compared to, 41, 42, 44,