Educational Applications of Cognitive Psychology

Dear Colleagues,

Research in cognitive psychology has increased our understanding of how to optimize knowledge retention and transfer [1–3] (e.g., Dunlosky et al., 2013; Mayer, 2008; Roediger and Pyc, 2012). For example, study strategies that feel easy for learners are not always desirable in terms of producing learning that is both durable and generalizable [4] (e.g., Bjork and Bjork, 2011). Research on such desirable difficulties (e.g., testing oneself, spacing out one’s study, and interleaving examples from different categories) has applications both for how to construct more effective learning experiences and for how to understand and perhaps enlighten learners’ misconceptions about how to achieve optimal learning. Other important research has examined the contributions of self-explanation and feedback for the enhancement of problem solving and effective learning. Additionally, how attributes of an individual may affect learning has become an increasingly active and important focus of research in the study of how best to enhance learning; for example, in the area of concept learning, individuals can differ in the strategies they adopt to learn the relevant underlying concepts (e.g., memorization vs. rule abstraction), with important implications for what they actually learn [5] (e.g., Little and McDaniel, 2015).

Behavioral Sciences announces a Special Issue titled “Educational Applications of Cognitive Psychology”. We welcome the submission of original research papers and review articles on topics including (but not limited to) optimizing retention and transfer, concept formation, metacognition, and individual differences in learning. Research can be lab-based or based on research in authentic educational settings (e.g., classrooms). We welcome contributions that use basic materials so long as a clear argument is made for the application of this research to educational/training contexts.

References

1. Dunlosky, J.; Rawson, K. A.; Marsh, E. J.; Nathan, M. J.; and Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
2. Mayer, R. I. (2008). Learning and Instruction, 2^nd Ed. Pearson Education, New Jersey.
3. Roediger III, H. L., & Pyc, M. A. (2012). Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, 1(4), 242-248.
4. Bjork, R. A., & Bjork, E. L. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, & J. R. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 56– 64). New York, NY: Worth Publishers.
5. Little, J. L., & McDaniel, M. A. (2015). Some learners abstract, others memorize examples: Implications for education. Translational Issues in Psychological Science, 1(2), 158–169. https://doi.org/10.1037/tps0000031

Abstract deadline: August 30, 2024
Notification of abstract acceptance: September 15, 2024

Dr. Jeri L. Little
Prof. Dr. Elizabeth Ligon Bjork
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• learning
• memory
• metacognition
• concepts
• categories
• education