The most important research on learning I’ve read — Catherine & Katharine

Someone has posted it on line, so here it is ! Deferred Feedback Sharply Dissociates Implicit and Explicit Category Learning J. David Smith, Joseph Boomer, Alexandria C. Zakrzewski, Jessica L. Roeder, Barbara A. Church, and F. Gregory Ashby Psychological Science 2014, Vol. 25(2) 447-457 I’ve been mulling this article since the summer of 2014, when […]

via The most important research on learning I’ve read — Catherine & Katharine

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