How cognitive psychology can inform evidence-based education reform: an overview of The Cambridge Handbook of Cognition and Education John Dunlosky and Katherine A. Rawson; Part I. Foundations: 1. How the learning sciences can inform cognitive psychology Keith Sawyer and John Dunlosky; 2. Quackery in educational research Daniel H. Robinson and Joel R. Levin; Part II. Science and Math: 3. Teaching critical thinking as if our future depends on it, because it does Diane F. Halpern and Heather A. Butler; 4. Improving students' scientific thinking David Klahr, Corinne Zimmerman and Bryan J. Matlen; 5. Spatial skills, reasoning, and mathematics Nora S. Newcombe, Julie L. Booth and Elizabeth Gunderson; 6. Iterative development of conceptual and procedural knowledge in mathematics learning and instruction Bethany Rittle-Johnson; 7. Development of fraction understanding Pooja G. Sidney, Clarissa A. Thompson and John E. Opfer; 8. Learning how to solve problems by studying examples Tamara van Gog, Nikol Rummel and Alexander Renkl; 9. Harnessing our hands to teach mathematics: how gesture can be used as a teaching tool in the classroom Elizabeth M. Wakefield and Susan Goldin-Meadow; Part III. Reading and Writing: 10. Fundamental components of reading comprehension Anne E. Cook and Edward J. O'Brien; 11. Writing as a learning activity Perry D. Klein and Aartje van Dijk; 12. Bilingualism and education: connecting cognitive science research to language learning Gigi Luk and Judith F. Kroll; 13. Note-taking Stephen T. Peverly and Amie D. Wolf; 14. Multiple text comprehension Jean-Francois Rouet, M. Anne Britt and Anna Potocki; 15. Interventions to promote reading for understanding: current evidence and future directions Elizabeth A. Stevens and Sharon Vaughn; Part IV. General Learning Strategies: 16. When does interleaving practice improve learning? Paulo F. Carvalho and Robert L. Goldstone; 17. Correcting student errors and misconceptions Elizabeth J. Marsh and Emmaline E. Drew; 18. How multimedia can improve learning and instruction Richard E. Mayer; 19. Multiple-choice and short-answer quizzing on equal footing in the classroom: potential indirect effects of testing Mark A. McDaniel and Jeri L. Little; 20. Collaborative learning: the benefits and costs Timothy J. Nokes-Malach, Cristina D. Zepeda, Elizabeth Richey and Soniya Gadgil; 21. Self-explaining: learning about principles and their application Alexander Renkl and Alexander Eitel; 22. Enhancing the quality of student learning using distributed practice Melody Wiseheart, Carolina E. Kupper-Tetzel, Tina Weston, Alice S. N. Kim, Irina V. Kapler and Vanessa Foot; Part V. Metacognition: 23. Self-regulation in computer-assisted learning systems Roger Azevedo, Nicholas V. Mudrick, Michelle Taub and Amanda E. Bradbury; 24. Improving students' metacomprehension accuracy Thomas D. Griffin, Marta K. Mielicki and Jennifer Wiley; 25. Calibration and self-regulated learning: making the connections Douglas J. Hacker and Linda Bol; 26. Teachers' judgments of student learning of mathematics Keith W. Thiede, Steven Oswalt, Jonathan L. Brendefur, Michele B. Carney and Richard D. Osguthorpe; 27. Learning strategies and self-regulated learning Philip H. Winne and Zahia Marzouk.
