Comprehensive Glossary for the Independent Learning Blog Series
This glossary contains key terms from the Independent Learning Blog Series, providing clear definitions and explanations for parents and students.
A
Active Learning
A learning method that requires students to actively engage with material through retrieval practice, self-explanation, and problem-solving instead of passive methods like re-reading or highlighting (Dunlosky et al., 2013).
Anxiety Reduction Strategies
Techniques used to help students manage test anxiety, including deep breathing, positive self-talk, and practicing under timed conditions (Beilock, 2008).
B
Blinded Review
A self-checking method where students step away from their work for a few minutes before reviewing it with “fresh eyes” to catch errors more effectively (Kahneman, 2011).
C
Cognitive Load Theory
A theory stating that learning is affected by the amount of information a student must process at once. Too much extraneous load (e.g., distractions, unclear instructions) can reduce learning efficiency (Sweller, 1988).
Context-Dependent Learning
The tendency for students to remember information better in the same setting in which they learned it (Godden & Baddeley, 1975).
Confidence Gap
A phenomenon where students who actually understand material doubt themselves, while those who misunderstand may overestimate their abilities (Kruger & Dunning, 1999).
D
Desirable Difficulties
A concept in learning science where introducing challenges (e.g., retrieval practice, interleaving) enhances long-term retention, even though it feels harder in the moment (Bjork & Bjork, 2011).
Dyslexia
A learning disability that affects reading, spelling, and phonological processing, making it harder to decode words and retain written information (Shaywitz, 2003).
E
Encoding Specificity
The principle that memory retrieval is more successful when cues present during learning are also present at recall (Tulving & Thomson, 1973).
Error Log
A structured tool where students record their mistakes, analyze why they made them, and develop strategies to avoid them in the future (Kornell & Bjork, 2008).
Executive Functioning
A set of cognitive processes including working memory, self-regulation, and attention control, which are often impaired in students with ADHD (Barkley, 1997).
F
Fast vs. Slow Thinking
A cognitive theory by Daniel Kahneman (2011) that distinguishes between:
System 1 (Fast Thinking): Automatic, intuitive, and error-prone.
System 2 (Slow Thinking): More deliberate, effortful, and accurate.
Fixed vs. Growth Mindset
A fixed mindset assumes intelligence is static, while a growth mindset believes intelligence can be developed through effort (Dweck, 2006).
I
Illusion of Competence
When students mistake familiarity with material for true understanding, leading them to believe they know more than they actually do (Bjork & Bjork, 2011).
Interleaving
A study technique where students mix different types of problems or subjects instead of practicing one skill repeatedly, improving long-term retention (Rohrer & Taylor, 2007).
M
Metacognition
A student’s ability to think about and regulate their own learning, including self-monitoring, self-correcting, and planning study strategies (Flavell, 1979).
P
Pomodoro Technique
A time management method where students work in short, focused bursts (e.g., 25 minutes) followed by a break to maintain concentration and avoid burnout (Cirillo, 1980).
Processing Speed
How quickly a student can take in, understand, and respond to information, which is often slower in students with learning disabilities (Fry & Hale, 2000).
Productive Struggle
A learning approach where students are challenged to work through difficulties on their own, leading to deeper learning (Kapur, 2016).
R
Retrieval Practice
A study strategy that strengthens memory by forcing students to recall information without looking at their notes (Roediger & Karpicke, 2006).
S
Scaffolded Independence
A teaching method where support is gradually reduced as a student builds skills, allowing them to transition from guided learning to independent problem-solving (Zimmerman & Schunk, 2011).
Self-Monitoring
The ability to check one’s own work, detect mistakes, and correct them without external help (Chi et al., 1989).
Social Facilitation Effect
A psychological phenomenon where people perform better on familiar tasks when being observed but may struggle more with difficult tasks under observation (Zajonc, 1965).
Spacing Effect
A study technique where learning is spread out over time instead of crammed into a single session, improving long-term retention (Cepeda et al., 2006).
T
Test Anxiety
A condition where stress interferes with memory retrieval and problem-solving, often leading to poor performance despite preparation (Beilock, 2008).
Testing Effect
A research-backed principle showing that taking practice tests improves retention more than re-reading material (Roediger & Karpicke, 2006).
W
Working Memory
The part of short-term memory that helps students hold and manipulate information in their mind while solving problems (Baddeley, 2003). Students with ADHD and dyslexia often struggle with working memory.
References
References
Baddeley, A. (2003). Working memory and language: An overview. Journal of Communication Disorders, 36(3), 189-208.
Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65.
Beilock, S. L. (2008). Math performance in stressful situations. Current Directions in Psychological Science, 17(5), 339-343.
Bjork, R. A., & Bjork, E. L. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. Psychology and the Real World, 2(4), 55-64.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Kahneman, D. (2011). Thinking, fast and slow. Farrar, Straus and Giroux.
Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181-210.
Sweller, J. (1988). Cognitive load during problem-solving: Effects on learning. Cognitive Science, 12(2), 257-285.
Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance. In Handbook of Self-Regulation of Learning and Performance (pp. 1-12). Routledge.
