User contributions
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- 08:58, 4 December 2008 (diff | hist) . . (-64) . . Providing optimal support for robust learning of syntactic constructions in ESL (→Independent variables) (current)
- 08:57, 4 December 2008 (diff | hist) . . (0) . . N File:Examplescreen2FaCT.JPG (current)
- 15:34, 8 September 2008 (diff | hist) . . (+65) . . Optimizing the practice schedule (→Independent variables)
- 15:32, 8 September 2008 (diff | hist) . . (+91) . . Optimizing the practice schedule (→Independent variables)
- 15:31, 8 September 2008 (diff | hist) . . (0) . . N File:Examplescreen1FaCT.JPG (current)
- 15:14, 8 September 2008 (diff | hist) . . (0) . . Optimizing the practice schedule (→Findings)
- 13:07, 8 January 2008 (diff | hist) . . (+285) . . Optimized scheduling (→In vivo experiment support)
- 13:03, 8 January 2008 (diff | hist) . . (-58) . . Optimized scheduling (→Experimental support)
- 13:00, 8 January 2008 (diff | hist) . . (+155) . . Optimized scheduling
- 13:00, 8 January 2008 (diff | hist) . . (+183) . . Optimized scheduling (→Laboratory experiment support)
- 12:57, 8 January 2008 (diff | hist) . . (+659) . . Optimized scheduling
- 12:53, 8 January 2008 (diff | hist) . . (+13) . . Optimized scheduling (→Variations (descendants))
- 12:52, 8 January 2008 (diff | hist) . . (+251) . . Optimized scheduling
- 12:48, 8 January 2008 (diff | hist) . . (0) . . Practice (current)
- 07:28, 15 December 2007 (diff | hist) . . (-12) . . Forgetting (current)
- 07:27, 15 December 2007 (diff | hist) . . (+13) . . Forgetting
- 15:19, 12 December 2007 (diff | hist) . . (-54) . . Instructional Principles and Hypotheses (→Generalization hierarchy of Instructional Principles and Hypotheses)
- 15:16, 12 December 2007 (diff | hist) . . (+406) . . Strength (current)
- 15:15, 12 December 2007 (diff | hist) . . (+59) . . Forgetting
- 15:14, 12 December 2007 (diff | hist) . . (+1,194) . . N Forgetting (New page: I can't remember. * Altmann, E. M., & Gray, W. D. (2002). Forgetting to remember: The functional relationship of decay and interference. Psychological Science, 13(1), 27-33. * Anderson, R...)
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