Супермастерство. 12 принципов усиления навыков и знания - Скотт Янг
224
Woodworth and Thorndike, “The Influence of Improvement.”
225
Thorndike, “The Effect of Changed Data upon Reasoning.”
226
Judd, “The Relation of Special Training and General Intelligence.”
227
Wertheimer, Productive Thinking.
228
Anderson and Lebiere, The Atomic Components of Thought.
229
Anderson, Learning and Memory, 323.
230
DeKeyser, “Beyond Explicit Rule Learning.”
231
Swain, “Communicative Competence.”
232
Anderson, Rules of the Mind, 195.
233
McClelland and Rumelhart, Parallel Distributed Processing.
234
Brewer, “Bartlett’s Concept of the Schema.”
235
Logan, “Instance Theory.”
236
Gick and Holyoak, “Analogical Problem Solving.”
237
Singley and Anderson, Transfer of Cognitive Skill, 23.
238
Cheng et al., “Pragmatic versus Syntactic Approaches.”
239
Чтобы понять аналогию, замените «гласную букву» на «подростка», а «четное число» — «безалкогольным напитком» в формулировке первого правила, а потом представьте, что K — это старик, E — подросток, 4 — молоко, а 7 — пиво. Прим. авт.
240
Cheng et al.
241
Reed, Dempster, and Ettinger, “Usefulness of Analogous Solutions.”
242
Whitehead, “Aims of Education.”
243
Fong, Krantz, and Nisbett, “Effects of Statistical Training.”
244
Singley and Anderson, Transfer of Cognitive Skill, 23.
245
Chi, Feltovich, and Glaser, “Representation of Physics Problems.”
246
Karpicke, “Metacognitive Control.”
247
Karpicke and Blunt, “Retrieval Practice.”
248
Bassok and Holyoak, “Pragmatic Knowledge and Conceptual Structure.”
249
Anderson, Reder, and Simon, “Situated Learning and Education.”
250
Эту метафору разума предложил Грег Эшман: «Вместо того чтобы смотреть на разум как на ряд библиотечных шкафов, а на знания — как на аккуратные упорядоченные книги, в них стоящие, его нужно скорее представлять себе как набор инструментов, сделанных из знаний. Знания — это то, чем вы думаете. Знания — это разум». Ashman, Explicit Teaching, 12. Прим. авт.
251
Thorndike, The Principles of Teaching, 247–48.
252
Berliner, Thinking in Jazz, 20.
253
Davis and Troupe, Miles.
254
Berliner, Thinking in Jazz, 390.
255
Berliner, 57.
256
Owens, Bebop, 12.
257
Berliner, Thinking in Jazz, 305.
258
Berliner, 20.
259
Berliner, 99.
260
Berliner, 155.
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Berliner, 165.
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Berliner, 242.
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Berliner, 239.
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Berliner, 248.
265
Battig, “Facilitation and Interference.”
266
Shea and Morgan, “Contextual Interference Effects.”
267
Magill and Hall, “A Review of the Contextual Interference Effect.”
268
Merriënboer, de Croock, and Jelsma, “The Transfer Paradox.”
269
Pan et al., “Interleaved Practice.”
270
Nakata and Suzuki, “Mixed Grammar Exercises Facilitates Long-Term Retention.”
271
Berliner, Thinking in Jazz, 240.
272
Berliner, 141.
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Berliner, 115.
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Berliner, 120.
275
Berliner, 207.
276
Berliner, 155.
277
Hatala, Brooks, and Norman, “Practice Makes Perfect.”
278
Eglington and Kang, “Interleaved Presentation.”
279
Kang and Pashler, “Learning Painting Styles.”
280
Birnbaum et al., “Why Interleaving Enhances Inductive Learning.”
281
Goldstone, “Isolated and Interrelated Concepts.”
282
Engelmann and Carnine, Theory of Instruction, 123.
283
Berliner, Thinking in Jazz, 214.
284
Berliner, 232.
285
You Stepped Out of a Dream — популярная песня, музыку для которой в 1940 написал Насио Херб Браун, а текст — Гас Кан. Она стала эталоном поп- и джазовой музыки и была исполнена множеством различных артистов. Прим. ред.
286
Berliner, 232.
287
Berliner, 166.
288
Berliner, 236.
289
Berliner, 238.
290
Richard Feynman, “Knowing vs Understanding,” YouTube, 5:36, https://www.youtube.com/watch?v=NM-zWTU7X-k.
291
Newell and Simon, Human Problem Solving, 59.
292
Marrow, The Practical Theorist, viii.
293
Wulf and Shea, “Principles.”
294
Gao et al., “Effects of Speaker Variability.”
295
Likourezos, Kalyuga, and Sweller, “The Variability Effect.”
296
Berliner, Thinking in Jazz, 159.
297
Walk That Bass, “Bebop Explained,” YouTube, May 24, 2019, 17:54, https://www.youtube.com/watch?v=gEwWjJ7c0u4.
298
Beth, Klein, and Hoffman, Working Minds, 134.
299
Davis and Troupe, Miles, 61.
300
Kornell and Bjork, “Learning Concepts and Categories.”
301
Pauling, “Crusading Scientist.”
302
History.com, “Thomas Edison.”
303
Josephson, “Edison,”
