Journal Club

Members of the program will join the Education and Cognition Journal Club. The weekly meetings run in the Fall and Winter terms, and draw researchers, educators, faculty, staff, and students from on and off-campus (through online video connection).  In a typical meeting, we have representatives joining us online from several campuses to complement the in-person cohort to engage in lively discussions about assigned journal article readings connecting research on education and cognition to applications in education, training and policy.

The journal club is attended by researchers at McMaster, other universities across Canada and the US as well as community members and educators. In the journal club meetings, we will discuss the utility of the papers and how we can employ the techniques in our classrooms.

Fall 2021

Introduction-level readings to introduce postdoctoral fellows to the field of Education Cognition. The readings are designed to showcase core concepts and ideas in the field. Papers will be easy to read and will not require any background in Psychology. 

Winter 2022

More advanced readings looking at new, cutting-edge research in the field of Education Cognition. These readings will require some knowledge of the field (the Fall term will suffice), and we will dissect the theories, methods, results and conclusions from the papers.

All are welcome to both terms of the Journal Club. The aim of both semesters is the same - how can we inform our own teaching practices using evidence-based strategies. 

Explore reading lists and archives of meetings

Through two semesters of participation, Members will gain a solid foundation in essential and applied readings in Education and Cognition to pursue discipline-based education research (DBER) projects and influence policy under the supervision of a faculty member.

Fall 2021 - Intro to EdCog

September 23

  • Kirschner, P. A., & van Merriënboer, J. J. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 169–183 2. Bjork, E. L., & Bjork, R. A. (2011).
  • Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society, 56– 64.

October 7

Karpicke, J., & Roediger, H. (2008). The Critical Importance of Retrieval for Learning. Science, 319(5865), 966-968

October 21

Richland, L. E., Kornell, N., & Kao, L. S. (2009). The pretesting effect: Do unsuccessful retrieval attempts enhance learning?. Journal of Experimental Psychology: Applied, 15(3), 243.

November 4

Kornell N, Bjork R. 2008. Learning Concepts and Categories: is spacing the "enemy of induction"? Psychological Science, 19(6), 585-92.

November 18

Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52

December 2

Szpunar, K. K., Khan, N. Y., & Schacter, D. L. (2013). Interpolated memory tests reduce mind wandering and improve learning of online lectures. Proceedings of the National Academy of  Sciences, 110(16), 6313-6317.

Winter 2022

January 13

Agarwal, P. K. (2019). Retrieval practice & Bloom’s taxonomy: Do students need fact knowledge before higher order learning?. Journal of Educational Psychology, 111(2), 189. Link

January 27

Kang, S. H. (2016). The benefits of interleaved practice for learning. In From the Laboratory to the Classroom (pp. 91-105). Routledge. Link

February 10

Eastridge, J. A., & Benson, W. L. (2020). Comparing Two Models of Collaborative Testing for Teaching Statistics. Teaching of Psychology, 47(1), 68-73. Link

February 24

Reading week – no meeting

March 10

Sinha, T., & Kapur, M. (2021). When Problem Solving Followed by Instruction Works: Evidence for Productive Failure. Review of Educational Research. Link

March 24

Mozer, M. C., Wiseheart, M., & Novikoff, T. P. (2019). Artificial intelligence to support human instruction. Proceedings of the National Academy of Sciences, 116(10), 3953-3955. Link

April 7

Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2019). Leveling the playing field: How cold-calling affects class discussion gender equity. Journal of Education and Learning, 8(2), 14-24. Link

April 21

Kalsi, S. S., Forrin, N. D., Sana, F., MacLeod, C. M., & Kim, J. A. (under review). Attention contagion online: Attention spreads between students in a virtual classroom. Journal of Applied Research in Memory and Cognition.
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