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
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-
