Elizabeth L. Bjork; Robert Bjork
This work seeks to draw a distinction between 'learning' and 'performance' - it defines performance as what can be measured during the teaching process, and learning as the retention of knowledge delivering during that process. Arguing against the notion that repeated exposure to the same material will aid the memory process for learners, Bjork & Bjork's paper finds that variety in teaching styles and even environments is conducive to retention. The authors explore ways in which students can develop learning methods that truly makes knowledge stick.
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