参考文献一覧499件
原田英語の勉強マジカ!?の257本の判定で使った論文と、公的資料・本人の著作などの一次資料です。論文のDOIはCrossrefで実在と書誌を確認し、記事に書いた内容は要旨などと照合しました。一次資料は、元の文書で該当する箇所を確かめています。
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使った記事：E39 女性は男性よりずっとおしゃべり
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使った記事：S26 朝ごはんを食べると成績が上がる
Alfieri L., Brooks P., Aldrich N., Tenenbaum H. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103, 1-18.
使った記事：K30 理科は、自分で試して発見するのがいちばん身につくF10 手当たり次第の独学でも、科学は身につく（キュリー夫人は「実りが少なかった」と回想）
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使った記事：E14 バイリンガルは認知症になりにくい
Allen J., MacNaughton P., Satish U., Santanam S., Vallarino J., Spengler J. (2016). Associations of Cognitive Function Scores with Carbon Dioxide, Ventilation, and Volatile Organic Compound Exposures in Office Workers: A Controlled Exposure Study of Green and Conventional Office Environments. Environmental Health Perspectives, 124, 805-812.
使った記事：H25 換気をよくすると、頭の働きが良くなる
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使った記事：K24 文法用語を覚えるだけで、作文がうまくなる
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使った記事：P09 単語や漢字は、何回も書けば覚えられる
Barfoot K., May G., Lamport D., Ricketts J., Riddell P., Williams C. (2019). The effects of acute wild blueberry supplementation on the cognition of 7–10-year-old schoolchildren. European Journal of Nutrition, 58, 2911-2920.
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使った記事：K06 そろばんを習うと、頭が良くなる
Barroso C., Ganley C., McGraw A., Geer E., Hart S., Daucourt M. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147, 134-168.
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使った記事：S39 意志力は使うと減っていく（自我消耗）
Beilock S., Gunderson E., Ramirez G., Levine S. (2010). Female teachers' math anxiety affects girls' math achievement. Proceedings of the National Academy of Sciences, 107, 1860-1863.
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使った記事：D10 マルチビタミンを飲むと、頭が良くなる
Berkowitz T., Schaeffer M. W., Maloney E. A., Peterson L., Gregor C., Levine S. C., Beilock S. L. (2015). Math at home adds up to achievement in school. Science, 350(6257), 196-198.
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使った記事：S49 自然の中を散歩すると、集中力が回復する
Bertsch S., Pesta B. J., Wiscott R., McDaniel M. A. (2007). The generation effect: A meta-analytic review. Memory & Cognition, 35(2), 201-210.
使った記事：S27 答えを見て覚えるより、自分で答えを作り出す方が覚えやすいF02 フランクリン流「名文を見ずに書き直す」と、文章がうまくなる
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使った記事：S31 「なぜそうなるのか」を自分に説明すると理解が深まるF09 ファインマンの黒板の言葉「自分で作れないものは、理解していない」にならって学ぶと、理解が深まる
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使った記事：E17 話す言語によって、時間の捉え方が変わる
Boroditsky L., Fuhrman O., McCormick K. (2011). Do English and Mandarin speakers think about time differently? Cognition, 118(1), 123-129.
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使った記事：E17 話す言語によって、時間の捉え方が変わる
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使った記事：S38 カフェインは記憶を良くする
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使った記事：S42 授業の集中力は10〜15分しか続かない
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使った記事：E02 L/Rの聞き分けを練習しても、発音はうまくならないE40 リスニングの練習は、同じ先生の声だけで十分
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使った記事：D03 チョコレートを食べると、記憶力が上がる
Brickman A., Yeung L., Alschuler D., Ottaviani J., Kuhnle G., Sloan R. et al. (2023). Dietary flavanols restore hippocampal-dependent memory in older adults with lower diet quality and lower habitual flavanol consumption. Proceedings of the National Academy of Sciences, 120, e2216932120.
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使った記事：D03 チョコレートを食べると、記憶力が上がる
Brown R., Waring R., Donkaewbua S. (2008). Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Reading in a Foreign Language, 20, 136-163.
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使った記事：S09 混ぜて学ぶ「交互練習」は、何にでも効く
Brysbaert M. (2019). How many words do we read per minute? A review and meta-analysis of reading rate. Journal of Memory and Language, 109, 104047.
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Butler A., Roediger H. (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition, 36, 604-616.
使った記事：S04 問題集は解きっぱなしでも効果があるF06 ダ・ヴィンチ流「見ないで描いて手本と重ねる」と、よく覚えられる
Butterfield B., Metcalfe J. (2001). Errors committed with high confidence are hypercorrected.. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 1491-1494.
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使った記事：S36 自信満々で間違えたことは、直りにくい
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使った記事：S05 一夜漬けは効率がいい
Cepeda N., Vul E., Rohrer D., Wixted J., Pashler H. (2008). Spacing Effects in Learning. Psychological Science, 19, 1095-1102.
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使った記事：S06 復習は早ければ早いほどいいE23 単語の復習は、間隔を空けると効果的N15 最適な復習間隔は、テストまでの期間の約10〜20%
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使った記事：S14 モーツァルトを聴くと頭が良くなる
Chan J., Meissner C., Davis S. (2018). Retrieval potentiates new learning: A theoretical and meta-analytic review. Psychological Bulletin, 144, 1111-1146.
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Chang Y., Labban J., Gapin J., Etnier J. (2012). The effects of acute exercise on cognitive performance: A meta-analysis. Brain Research, 1453, 87-101.
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使った記事：E17 話す言語によって、時間の捉え方が変わる
Chen P., Chavez O., Ong D., Gunderson B. (2017). Strategic Resource Use for Learning: A Self-Administered Intervention That Guides Self-Reflection on Effective Resource Use Enhances Academic Performance. Psychological Science, 28, 774-785.
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使った記事：S31 「なぜそうなるのか」を自分に説明すると理解が深まるF09 ファインマンの黒板の言葉「自分で作れないものは、理解していない」にならって学ぶと、理解が深まる
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使った記事：E16 外国語で考えると、冷静な判断ができる
Clement J. (1993). Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics. Journal of Research in Science Teaching, 30, 1241-1257.
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使った記事：N32 夏休みの間に、学力は約1か月分逆戻りする
Cooper H., Robinson J., Patall E. (2006). Does Homework Improve Academic Achievement? A Synthesis of Research, 1987-2003. Review of Educational Research, 76, 1-62.
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使った記事：K10 数学の宿題は、多いほど成績が上がる
Coupé C., Oh Y., Dediu D., Pellegrino F. (2019). Different languages, similar encoding efficiency: Comparable information rates across the human communicative niche. Science Advances, 5.
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使った記事：D10 マルチビタミンを飲むと、頭が良くなる
Crouch C., Fagen A., Callan J., Mazur E. (2004). Classroom demonstrations: Learning tools or entertainment? American Journal of Physics, 72, 835-838.
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使った記事：S60 ご褒美で釣れば、勉強のやる気は上がる
DeKeyser R. (2010). Monitoring Processes in Spanish as a Second Language During a Study Abroad Program. Foreign Language Annals, 43, 80-92.
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使った記事：E43 留学すれば、英語はペラペラになる
Dekker S., Lee N., Howard-Jones P., Jolles J. (2012). Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers. Frontiers in Psychology, 3.
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使った記事：S18 人には視覚型・聴覚型などの「学習スタイル」があり、合わせて教えると伸びるS19 人は「右脳型」「左脳型」に分かれるS52 学習の脳科学に詳しい先生なら、「脳の神話」は信じないN20 先生たちは、脳に関する神話の約半分を信じていた
DeKosky S., Williamson J., Fitzpatrick A., Kronmal R., Ives D., Saxton J. et al. (2008). Ginkgo biloba for Prevention of Dementia: A Randomized Controlled Trial. JAMA, 300, 2253-2262.
使った記事：D06 イチョウ葉エキスで、記憶力が良くなる
Delgado P., Vargas C., Ackerman R., Salmerón L. (2018). Don't throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension. Educational Research Review, 25, 23-38.
Derwing T. M., Munro M. J. (1997). Accent, intelligibility, and comprehensibility: Evidence from four L1s. Studies in Second Language Acquisition, 19(1), 1-16.
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使った記事：E09 訛りがあると、英語は通じない
Deslauriers L., McCarty L., Miller K., Callaghan K., Kestin G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116, 19251-19257.
Dewar M., Alber J., Butler C., Cowan N., Della Sala S. (2012). Brief Wakeful Resting Boosts New Memories Over the Long Term. Psychological Science, 23, 955-960.
Diemand-Yauman C., Oppenheimer D., Vaughan E. (2011). Fortune favors the bold (and the italicized): Effects of disfluency on educational outcomes. Cognition, 118, 111-115.
Dodell-Feder D., Tamir D. (2018). Fiction reading has a small positive impact on social cognition: A meta-analysis. Journal of Experimental Psychology: General, 147, 1713-1727.
Dolcos S., Albarracin D. (2014). The inner speech of behavioral regulation: Intentions and task performance strengthen when you talk to yourself as a You. European Journal of Social Psychology, 44, 636-642.
Drake C., Roehrs T., Shambroom J., Roth T. (2013). Caffeine Effects on Sleep Taken 0, 3, or 6 Hours before Going to Bed. Journal of Clinical Sleep Medicine, 9(11), 1195-1200.
使った記事：S38 カフェインは記憶を良くする
Dresler M., Shirer W., Konrad B., Müller N., Wagner I., Fernández G. et al. (2017). Mnemonic Training Reshapes Brain Networks to Support Superior Memory. Neuron, 93, 1227-1235.e6.
Duckworth A. L., Peterson C., Matthews M. D., Kelly D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101.
Duckworth A., Grant H., Loew B., Oettingen G., Gollwitzer P. (2011). Self-regulation strategies improve self-discipline in adolescents: benefits of mental contrasting and implementation intentions. Educational Psychology, 31, 17-26.
Duggan G., Payne S. (2009). Text skimming: The process and effectiveness of foraging through text under time pressure. Journal of Experimental Psychology: Applied, 15, 228-242.
Dumay N., Gaskell M. (2007). Sleep-Associated Changes in the Mental Representation of Spoken Words. Psychological Science, 18, 35-39.
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使った記事：E24 新しく覚えた単語は、寝ると定着する
Duncan G., Dowsett C., Claessens A., Magnuson K., Huston A., Klebanov P., Pagani L., Feinstein L., Engel M., Brooks-Gunn J., Sexton H., Duckworth K., Japel C. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1446.
Dunlosky J., Rawson K., Marsh E., Nathan M., Willingham D. (2013). Improving Students’ Learning With Effective Learning Techniques. Psychological Science in the Public Interest, 14, 4-58.
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使った記事：S01 マーカーを引けば、大事なところが頭に入るS02 何度も読み返すのが、いちばん確実な勉強法S31 「なぜそうなるのか」を自分に説明すると理解が深まる
Dupont-Boime J., Thevenot C. (2018). High working memory capacity favours the use of finger counting in six-year-old children. Journal of Cognitive Psychology, 30, 35-42.
Dziemianko A. (2010). Paper or Electronic? The Role of Dictionary Form in Language Reception, Production and the Retention of Meaning and Collocations. International Journal of Lexicography, 23, 257-273.
Dziemianko A. (2017). Dictionary form in decoding, encoding and retention: Further insights. ReCALL, 29, 335-356.
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Ebersbach M., Feierabend M., Nazari K. (2020). Comparing the effects of generating questions, testing, and restudying on students' long-term recall in university learning. Applied Cognitive Psychology, 34, 724-736.
Edmonds C., Burford D. (2009). Should children drink more water?: The effects of drinking water on cognition in children. Appetite, 52, 776-779.
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使った記事：D08 水分が足りないと、頭の働きが落ちる
Edmonds C., Jeffes B. (2009). Does having a drink help you think? 6–7-Year-old children show improvements in cognitive performance from baseline to test after having a drink of water. Appetite, 53, 469-472.
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使った記事：D08 水分が足りないと、頭の働きが落ちる
Ehri L., Nunes S., Stahl S., Willows D. (2001). Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel's Meta-Analysis. Review of Educational Research, 71, 393-447.
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使った記事：D10 マルチビタミンを飲むと、頭が良くなる
Elgort I. (2011). Deliberate Learning and Vocabulary Acquisition in a Second Language. Language Learning, 61(2), 367-413.
Elleman A., Lindo E., Morphy P., Compton D. (2009). The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children: A Meta-Analysis. Journal of Research on Educational Effectiveness, 2, 1-44.
Elley W. B., Mangubhai F. (1983). The impact of reading on second language learning. Reading Research Quarterly, 19(1), 53-67.
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使った記事：K08 電卓を使うと、計算力が落ちる
Else-Quest N., Hyde J., Linn M. (2010). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 136, 103-127.
使った記事：K03 男子のほうが、女子より数学が得意
Erbeli F., Rice M. (2022). Examining the Effects of Silent Independent Reading on Reading Outcomes: A Narrative Synthesis Review from 2000 to 2020. Reading & Writing Quarterly, 38, 253-271.
Erickson K., Voss M., Prakash R., Basak C., Szabo A., Chaddock L. et al. (2011). Exercise training increases size of hippocampus and improves memory. Proceedings of the National Academy of Sciences, 108, 3017-3022.
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使った記事：S48 1万時間練習すれば、誰でも一流になれる
Evans B., Shively C. (2019). Using the Cornell Note-Taking System Can Help Eighth Grade Students Alleviate the Impact of Interruptions While Reading at Home. Journal of Inquiry and Action in Education, 10, 1-35.
使った記事：P02 コーネル式ノートを使えば、成績が上がる
Fawcett J. (2013). The production effect benefits performance in between-subject designs: A meta-analysis. Acta Psychologica, 142, 1-5.
Fawcett J., Baldwin M., Whitridge J., Swab M., Malayang K., Hiscock B., Drakes D., Willoughby H. (2023). Production improves recognition and reduces intrusions in between-subject designs: An updated meta-analysis. Canadian Journal of Experimental Psychology, 77, 35-44.
Ferguson C., Donnellan M. (2014). Is the association between children’s baby video viewing and poor language development robust? A reanalysis of Zimmerman, Christakis, and Meltzoff (2007).. Developmental Psychology, 50, 129-137.
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使った記事：S33 絵が下手でも、描いて覚えると記憶に残る
Fernández-Alonso R., Suárez-Álvarez J., Muñiz J. (2015). Adolescents' homework performance in mathematics and science: Personal factors and teaching practices. Journal of Educational Psychology, 107, 1075-1085.
使った記事：K10 数学の宿題は、多いほど成績が上がる
Ferris D. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8(1), 1-11.
Filderman M., Austin C., Boucher A., O'Donnell K., Swanson E. (2022). A Meta-Analysis of the Effects of Reading Comprehension Interventions on the Reading Comprehension Outcomes of Struggling Readers in Third Through 12th Grades. Exceptional Children, 88, 163-184.
Fiorella L., Mayer R. (2013). The relative benefits of learning by teaching and teaching expectancy. Contemporary Educational Psychology, 38, 281-288.
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使った記事：S28 人に教えると、自分がいちばん学べる
Flege J., Munro M., MacKay I. (1995). Factors affecting strength of perceived foreign accent in a second language. The Journal of the Acoustical Society of America, 97, 3125-3134.
使った記事：E08 大人になってから学ぶと、訛りが残る
Forrin N., MacLeod C. (2018). This time it's personal: The memory benefit of hearing oneself. Memory, 26, 574-579.
Frank M., Barner D. (2012). Representing exact number visually using mental abacus. Journal of Experimental Psychology: General, 141, 134-149.
使った記事：K06 そろばんを習うと、頭が良くなる
Franklin B. (1791/1868). Autobiography of Benjamin Franklin (Project Gutenberg eBook #20203).
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使った記事：F02 フランクリン流「名文を見ずに書き直す」と、文章がうまくなるF03 フランクリンの「毎晩つける反省表」で、習慣は変えられる
Freeman S., Eddy S., McDonough M., Smith M., Okoroafor N., Jordt H. et al. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111, 8410-8415.
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使った記事：S63 上手な先生の講義を聞くのが、いちばん身につくN25 先生の話を聞くだけの授業だと、単位を落とす人が1.5倍に増える
Fuchs L., Fuchs D., Hamlet C., Powell S., Capizzi A., Seethaler P. (2006). The Effects of Computer-Assisted Instruction on Number Combination Skill in At-Risk First Graders. Journal of Learning Disabilities, 39, 467-475.
Gais S., Lucas B., Born J. (2006). Sleep after learning aids memory recall. Learning & Memory, 13, 259-262.
使った記事：S21 覚えたら、寝るまで時間を空けない方がいい
Gallup A., Gallup G. (2007). Yawning as a Brain Cooling Mechanism: Nasal Breathing and Forehead Cooling Diminish the Incidence of Contagious Yawning. Evolutionary Psychology, 5(1), 147470490700500109.
Gaskell M. G., Dumay N. (2003). Lexical competition and the acquisition of novel words. Cognition, 89(2), 105-132.
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使った記事：E24 新しく覚えた単語は、寝ると定着する
Gates A. (1917). Recitation as a factor in memorizing. Archives of Psychology, No. 40.
Gentner D., Loewenstein J., Thompson L. (2003). Learning and transfer: A general role for analogical encoding. Journal of Educational Psychology, 95, 393-408.
Ghibellini R., Meier B. (2025). Interruption, recall and resumption: a meta-analysis of the Zeigarnik and Ovsiankina effects. Humanities and Social Sciences Communications, 12, 962.
Giles G., Mahoney C., Brunyé T., Gardony A., Taylor H., Kanarek R. (2012). Differential cognitive effects of energy drink ingredients: Caffeine, taurine, and glucose. Pharmacology Biochemistry and Behavior, 102, 569-577.
Glynn S., Takahashi T. (1998). Learning from analogy-enhanced science text. Journal of Research in Science Teaching, 35, 1129-1149.
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GODDEN D., BADDELEY A. (1975). CONTEXT‐DEPENDENT MEMORY IN TWO NATURAL ENVIRONMENTS: ON LAND AND UNDERWATER. British Journal of Psychology, 66, 325-331.
Gollwitzer P. M., Brandstätter V. (1997). Implementation intentions and effective goal pursuit. Journal of Personality and Social Psychology, 73(1), 186-199.
Gollwitzer P., Sheeran P. (2006). Implementation Intentions and Goal Achievement: A Meta-analysis of Effects and Processes. Advances in Experimental Social Psychology, 38, 69-119.
Gollwitzer P., Sheeran P., Michalski V., Seifert A. (2009). When Intentions Go Public. Psychological Science, 20, 612-618.
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使った記事：S70 目標は、人に言わない方が達成しやすい
Goto H. (1971). Auditory perception by normal Japanese adults of the sounds “L” and “R”. Neuropsychologia, 9, 317-323.
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使った記事：E01 日本人はLとRを聞き分けられない
GOULDEN R., NATION P., READ J. (1990). How Large Can a Receptive Vocabulary Be?. Applied Linguistics, 11, 341-363.
Graham S., Hebert M. (2011). Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading. Harvard Educational Review, 81, 710-744.
Graham S., Hebert M., Harris K. (2015). Formative Assessment and Writing. The Elementary School Journal, 115, 523-547.
使った記事：K23 作文は、とにかくたくさん書けば上手になる
Graham S., Liu X., Bartlett B., Ng C., Harris K., Aitken A., Barkel A., Kavanaugh C., Talukdar J. (2018). Reading for Writing: A Meta-Analysis of the Impact of Reading Interventions on Writing. Review of Educational Research, 88, 243-284.
Graham S., McKeown D., Kiuhara S., Harris K. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104, 879-896.
Graham S., Perin D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99, 445-476.
Greene J., Erickson H., Watson A., Beck M. (2018). The Play's the Thing: Experimentally Examining the Social and Cognitive Effects of School Field Trips to Live Theater Performances. Educational Researcher, 47, 246-254.
Griffin M., Robinson D. (2005). Does spatial or visual information in maps facilitate text recall? Reconsidering the conjoint retention hypothesis. Educational Technology Research and Development, 53, 23-36.
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Hagger M., Chatzisarantis N., Alberts H., Anggono C., Batailler C., Birt A. et al. (2016). A Multilab Preregistered Replication of the Ego-Depletion Effect. Perspectives on Psychological Science, 11, 546-573.
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使った記事：E25 シャドーイングはリスニング力を伸ばす
Hanselman P., Rozek C., Grigg J., Borman G. (2017). New evidence on self-affirmation effects and theorized sources of heterogeneity from large-scale replications. Journal of Educational Psychology, 109, 405-424.
Harackiewicz J., Canning E., Tibbetts Y., Priniski S., Hyde J. (2016). Closing achievement gaps with a utility-value intervention: Disentangling race and social class. Journal of Personality and Social Psychology, 111, 745-765.
Harkin B., Webb T., Chang B., Prestwich A., Conner M., Kellar I., Benn Y., Sheeran P. (2016). Does monitoring goal progress promote goal attainment? A meta-analysis of the experimental evidence. Psychological Bulletin, 142, 198-229.
Hart W., Albarracín D., Eagly A., Brechan I., Lindberg M., Merrill L. (2009). Feeling validated versus being correct: A meta-analysis of selective exposure to information. Psychological Bulletin, 135, 555-588.
Hartanto A., Lua V., Kasturiratna K., Koh P., Tng G., Kaur M., Quek F., Chia J., Majeed N. (2024). The effect of mere presence of smartphone on cognitive functions: A four-level meta-analysis. Technology, Mind, and Behavior, 5(1), 1-14.
使った記事：S17 スマホは机に置いておくだけで集中力を奪う
Hartshorne J., Germine L. (2015). When Does Cognitive Functioning Peak? The Asynchronous Rise and Fall of Different Cognitive Abilities Across the Life Span. Psychological Science, 26, 433-443.
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使った記事：S50 フィードバックは多ければ多いほどいい
Hegarty M., Kozhevnikov M. (1999). Types of visual–spatial representations and mathematical problem solving. Journal of Educational Psychology, 91, 684-689.
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使った記事：K08 電卓を使うと、計算力が落ちる
Henkel L. (2014). Point-and-Shoot Memories: The Influence of Taking Photos on Memory for a Museum Tour. Psychological Science, 25, 396-402.
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使った記事：E15 2つの言語で育てると、言葉の発達が遅れる
Höffler T., Leutner D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17, 722-738.
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使った記事：S57 男女で頭の働き方は大きく違う
Hyde J. S., Fennema E., Lamon S. J. (1990). Gender differences in mathematics performance: A meta-analysis. Psychological Bulletin, 107(2), 139-155.
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使った記事：K03 男子のほうが、女子より数学が得意
Hyde J. S., Lindberg S. M., Linn M. C., Ellis A. B., Williams C. C. (2008). Gender similarities characterize math performance. Science, 321(5888), 494-495.
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使った記事：S57 男女で頭の働き方は大きく違う
Ilieva I., Boland J., Farah M. (2013). Objective and subjective cognitive enhancing effects of mixed amphetamine salts in healthy people. Neuropharmacology, 64, 496-505.
Ilieva I., Hook C., Farah M. (2015). Prescription Stimulants' Effects on Healthy Inhibitory Control, Working Memory, and Episodic Memory: A Meta-analysis. Journal of Cognitive Neuroscience, 27, 1069-1089.
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Jairam D., Kiewra K., Rogers-Kasson S., Patterson-Hazley M., Marxhausen K. (2014). SOAR versus SQ3R: a test of two study systems. Instructional Science, 42, 409-420.
Jamieson J., Mendes W., Blackstock E., Schmader T. (2010). Turning the knots in your stomach into bows: Reappraising arousal improves performance on the GRE. Journal of Experimental Social Psychology, 46, 208-212.
Janes J., Dunlosky J., Rawson K., Jasnow A. (2020). Successive relearning improves performance on a high-stakes exam in a difficult biopsychology course. Applied Cognitive Psychology, 34, 1118-1132.
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使った記事：E17 話す言語によって、時間の捉え方が変わる
Jay T., Betenson J. (2017). Mathematics at Your Fingertips: Testing a Finger Training Intervention to Improve Quantitative Skills. Frontiers in Education, 2, 22.
Jeon E., Day R. (2016). The effectiveness of ER on reading proficiency: A meta-analysis. Reading in a Foreign Language, 28, 246-265.
Jerrim J., Lopez-Agudo L., Marcenaro-Gutierrez O. (2020). Does it matter what children read? New evidence using longitudinal census data from Spain. Oxford Review of Education, 46, 515-533.
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使った記事：K21 マンガばかり読んでいると、読解力が落ちる
Jerrim J., Macmillan L., Micklewright J., Sawtell M., Wiggins M. (2016). Chess in Schools: Evaluation Report and Executive Summary. Education Endowment Foundation.
使った記事：K17 チェスを習うと、数学の成績が上がる
Jerrim J., Moss G. (2019). The link between fiction and teenagers' reading skills: International evidence from the OECD PISA study. British Educational Research Journal, 45, 181-200.
使った記事：K21 マンガばかり読んでいると、読解力が落ちる
Job V., Dweck C. S., Walton G. M. (2010). Ego Depletion—Is It All in Your Head? Implicit Theories About Willpower Affect Self-Regulation. Psychological Science, 21(11), 1686-1693.
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使った記事：S39 意志力は使うと減っていく（自我消耗）
Johns J., McNamara L. (1980). The SQ3R Study Technique: A Forgotten Research Target. Journal of Reading, 23, 705-708.
Johnson J., Newport E. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive Psychology, 21, 60-99.
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使った記事：E05 言語の習得には「臨界期」がある
Kalyuga S., Ayres P., Chandler P., Sweller J. (2003). The expertise reversal effect. Educational Psychologist, 38(1), 23-31.
Kämpfe J., Sedlmeier P., Renkewitz F. (2011). The impact of background music on adult listeners: A meta-analysis. Psychology of Music, 39, 424-448.
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使った記事：S13 音楽を聴きながら勉強すると集中できる
Kang E., Han Z. (2015). The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy: A Meta‐Analysis. The Modern Language Journal, 99, 1-18.
使った記事：E33 作文の文法を添削しても、正確さは上がらないF01 シュリーマンの「音読と作文」で、外国語は短期間で身につく
Kang S., Kurtzberg T. (2019). Reach for your cell phone at your own risk: The cognitive costs of media choice for breaks. Journal of Behavioral Addictions, 8, 395-403.
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使った記事：H29 休憩中にスマホを見ると、頭が回復しにくい
Kapur M. (2014). Productive Failure in Learning Math. Cognitive Science, 38, 1008-1022.
Karpicke J. (2012). Retrieval-Based Learning. Current Directions in Psychological Science, 21, 157-163.
Karpicke J., Blunt J. (2011). Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping. Science, 331, 772-775.
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使った記事：S30 概念マップ（マインドマップ）を作るのは、思い出す練習より効果的P06 白紙に覚えていることを書き出す（ブレインダンプ）と、記憶に残る
Karpicke J., Butler A., Roediger H. (2009). Metacognitive strategies in student learning: Do students practise retrieval when they study on their own? Memory, 17(4), 471-479.
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使った記事：S02 何度も読み返すのが、いちばん確実な勉強法
Karpicke J., Roediger H. (2008). The Critical Importance of Retrieval for Learning. Science, 319(5865), 966-968.
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使った記事：S03 テストは実力を測るためのもの。勉強にはならないN11 単語カードなどで覚えた単語、後で残るのは約4割P04 ライトナー方式（暗記カードの箱）は、効率よく覚えられる
Kates A., Wu H., Coryn C. (2018). The effects of mobile phone use on academic performance: A meta-analysis. Computers & Education, 127, 107-112.
Kelly S., McDevitt T., Esch M. (2009). Brief training with co-speech gesture lends a hand to word learning in a foreign language. Language and Cognitive Processes, 24, 313-334.
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使った記事：E42 ジェスチャーをつけると、単語を覚えやすい
Kessler M., Loewen S., Gönülal T. (2025). Mobile-assisted language learning with Babbel and Duolingo: comparing L2 learning gains and user experience. Computer Assisted Language Learning, 38, 690-714.
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使った記事：E52 語学アプリだけで、英語が身につく
Keysar B., Hayakawa S., An S. (2012). The Foreign-Language Effect. Psychological Science, 23, 661-668.
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使った記事：E16 外国語で考えると、冷静な判断ができる
Kidd C., Palmeri H., Aslin R. N. (2013). Rational snacking: Young children's decision-making on the marshmallow task is moderated by beliefs about environmental reliability. Cognition, 126(1), 109-114.
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使った記事：S47 マシュマロを我慢できる子は、将来成功する
Killingsworth M., Gilbert D. (2010). A Wandering Mind Is an Unhappy Mind. Science, 330, 932.
Kim J., Quinn D. (2013). The Effects of Summer Reading on Low-Income Children's Literacy Achievement From Kindergarten to Grade 8. Review of Educational Research, 83, 386-431.
Kim S., Webb S. (2022). The Effects of Spaced Practice on Second Language Learning: A Meta‐Analysis. Language Learning, 72, 269-319.
Kirgios E., Mandel G., Park Y., Milkman K., Gromet D., Kay J. et al. (2020). Teaching temptation bundling to boost exercise: A field experiment. Organizational Behavior and Human Decision Processes, 161, 20-35.
Kirschner P., De Bruyckere P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135-142.
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使った記事：S15 マルチタスクが得意な人は効率がいい
Kirschner P., Sweller J., Clark R. (2006). Why minimal guidance during instruction does not work. Educational Psychologist, 41, 75-86.
Klahr D., Nigam M. (2004). The Equivalence of Learning Paths in Early Science Instruction. Psychological Science, 15, 661-667.
Klein H., Lount R., Park H., Linford B. (2020). When goals are known: The effects of audience relative status on goal commitment and performance. Journal of Applied Psychology, 105, 372-389.
使った記事：S70 目標は、人に言わない方が達成しやすい
Kluger A. N., DeNisi A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284.
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使った記事：S50 フィードバックは多ければ多いほどいい
Knötzele J., Riemann D., Frase L., Feige B., van Elst L., Kornmeier J. (2023). Presenting rose odor during learning, sleep and retrieval helps to improve memory consolidation: a real-life study. Scientific Reports, 13, 2371.
Kobayashi K. (2006). Combined Effects of Note-Taking/-Reviewing on Learning and the Enhancement through Interventions: A meta-analytic review. Educational Psychology, 26, 459-477.
Kornell N. (2009). Optimising learning using flashcards: Spacing is more effective than cramming. Applied Cognitive Psychology, 23, 1297-1317.
使った記事：S05 一夜漬けは効率がいいS55 自分に合った勉強法は、自分がいちばんよくわかっているE44 単語は5個ずつなど、少しずつ区切って覚えたほうがいいN21 学習者の72%が、効果の低い勉強法の方が効いたと感じていた
Kornell N., Bjork R. (2007). The promise and perils of self-regulated study. Psychonomic Bulletin & Review, 14, 219-224.
Kornell N., Bjork R. (2008). Learning Concepts and Categories. Psychological Science, 19, 585-592.
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使った記事：S08 同じタイプの問題をまとめて解く方が身につくS10 「スラスラできた」と感じる勉強ほど身についているS55 自分に合った勉強法は、自分がいちばんよくわかっている
Kornell N., Bjork R. (2008). Optimising self-regulated study: The benefits—and costs—of dropping flashcards. Memory, 16, 125-136.
Kornell N., Hays M., Bjork R. (2009). Unsuccessful retrieval attempts enhance subsequent learning.. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 989-998.
Kovas Y., Haworth C., Petrill S., Plomin R. (2007). Mathematical Ability of 10-Year-Old Boys and Girls: Genetic and Environmental Etiology of Typical and Low Performance. Journal of Learning Disabilities, 40, 554-567.
Krashen S. D., Long M. A., Scarcella R. C. (1979). Age, rate and eventual attainment in second language acquisition. TESOL Quarterly, 13(4), 573-582.
使った記事：E07 子どもは大人よりも速く外国語を覚える
Kraus N., Chandrasekaran B. (2010). Music training for the development of auditory skills. Nature Reviews Neuroscience, 11, 599-605.
使った記事：S41 楽器を習うと頭が良くなる
Kremmel B., Indrarathne B., Kormos J., Suzuki S. (2023). Unknown Vocabulary Density and Reading Comprehension: Replicating Hu and Nation (2000). Language Learning, 73, 1127-1163.
Kross E., Bruehlman-Senecal E., Park J., Burson A., Dougherty A., Shablack H. et al. (2014). Self-talk as a regulatory mechanism: How you do it matters. Journal of Personality and Social Psychology, 106, 304-324.
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使った記事：S51 できない人ほど、自分を過大評価しがち
Kruger J., Wirtz D., Miller D. (2005). Counterfactual Thinking and the First Instinct Fallacy. Journal of Personality and Social Psychology, 88, 725-735.
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Kuhl P., Tsao F., Liu H. (2003). Foreign-language experience in infancy: Effects of short-term exposure and social interaction on phonetic learning. Proceedings of the National Academy of Sciences, 100, 9096-9101.
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LAHL O., WISPEL C., WILLIGENS B., PIETROWSKY R. (2008). An ultra short episode of sleep is sufficient to promote declarative memory performance. Journal of Sleep Research, 17, 3-10.
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使った記事：D06 イチョウ葉エキスで、記憶力が良くなる
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使った記事：E34 発音は教わっても上達しない
Lee J., Macaro E. (2013). Investigating age in the use of L1 or English-only instruction: Vocabulary acquisition by Korean EFL learners. The Modern Language Journal, 97, 887-901.
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使った記事：S60 ご褒美で釣れば、勉強のやる気は上がる
Letrud K., Hernes S. (2018). Excavating the origins of the learning pyramid myths. Cogent Education, 5, 1518638.
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使った記事：E50 語学には、向き不向き（才能）がある
Lindberg S. M., Hyde J. S., Petersen J. L., Linn M. C. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136(6), 1123-1135.
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使った記事：E52 語学アプリだけで、英語が身につく
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使った記事：E41 洋楽や歌を使うと、英語が覚えやすい
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使った記事：E32 会話中の間違いは、訂正しない方がいい
Lyster R., Saito K. (2010). ORAL FEEDBACK IN CLASSROOM SLA. Studies in Second Language Acquisition, 32, 265-302.
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使った記事：E32 会話中の間違いは、訂正しない方がいいF01 シュリーマンの「音読と作文」で、外国語は短期間で身につく
Macdonald K., Germine L., Anderson A., Christodoulou J., McGrath L. M. (2017). Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths. Frontiers in Psychology, 8, 1314.
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使った記事：E42 ジェスチャーをつけると、単語を覚えやすい
MacLeod C., Gopie N., Hourihan K., Neary K., Ozubko J. (2010). The production effect: Delineation of a phenomenon.. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 671-685.
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使った記事：S48 1万時間練習すれば、誰でも一流になれる
Maloney E., Ramirez G., Gunderson E., Levine S., Beilock S. (2015). Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety. Psychological Science, 26, 1480-1488.
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使った記事：K08 電卓を使うと、計算力が落ちる
Mar R., Li J., Nguyen A., Ta C. (2021). Memory and comprehension of narrative versus expository texts: A meta-analysis. Psychonomic Bulletin & Review, 28, 732-749.
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使った記事：K37 歴史は、物語として読むと覚えやすい
Masters K. (2013). Edgar Dale's Pyramid of Learning in medical education: A literature review. Medical Teacher, 35, e1584-e1593.
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使った記事：H26 夜に覚えて、寝て、朝に復習すると、忘れにくくなるF06 ダ・ヴィンチ流「見ないで描いて手本と重ねる」と、よく覚えられる
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使った記事：S24 昼寝は長くないと意味がない
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使った記事：E39 女性は男性よりずっとおしゃべり
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使った記事：S41 楽器を習うと頭が良くなる
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使った記事：S36 自信満々で間違えたことは、直りにくい
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使った記事：N30 本を読む量と言葉の力の結びつきは、学年が上がるほど強くなるN34 小さいころに読み聞かせをしてもらった子ほど、言葉の力が高い
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使った記事：E14 バイリンガルは認知症になりにくい
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使った記事：E09 訛りがあると、英語は通じない
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使った記事：E09 訛りがあると、英語は通じない
Murphy D., Hoover K., Agadzhanyan K., Kuehn J., Castel A. (2022). Learning in double time: The effect of lecture video speed on immediate and delayed comprehension. Applied Cognitive Psychology, 36, 69-82.
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使った記事：P09 単語や漢字は、何回も書けば覚えられる
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使った記事：N05 英語の本を読むには8000〜9000語、会話なら6000〜7000語が必要N07 英語の映画を理解するのに必要な語彙は、約3000語から
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使った記事：S28 人に教えると、自分がいちばん学べる
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使った記事：S19 人は「右脳型」「左脳型」に分かれる
Nijssen K., Mensink R., Plat J., Joris P. (2023). Longer-term mixed nut consumption improves brain vascular function and memory: A randomized, controlled crossover trial in older adults. Clinical Nutrition, 42, 1067-1075.
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使った記事：D01 ナッツを食べると、頭が良くなる
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使った記事：K35 理科は、男子のほうが得意だ
Okkinga M., van Steensel R., van Gelderen A., van Schooten E., Sleegers P., Arends L. (2018). Effectiveness of Reading-Strategy Interventions in Whole Classrooms: a Meta-Analysis. Educational Psychology Review, 30, 1215-1239.
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使った記事：S64 ガムをよく噛むと、集中力や記憶力が上がる
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使った記事：S15 マルチタスクが得意な人は効率がいい
Ose Askvik E., van der Weel F., van der Meer A. (2020). The Importance of Cursive Handwriting Over Typewriting for Learning in the Classroom: A High-Density EEG Study of 12-Year-Old Children and Young Adults. Frontiers in Psychology, 11.
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使った記事：S12 手書きは脳を活性化させる
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使った記事：S40 脳トレアプリで頭が良くなる
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使った記事：S17 スマホは机に置いておくだけで集中力を奪う
Paruthi S., Brooks L., D’Ambrosio C., Hall W., Kotagal S., Lloyd R. et al. (2016). Recommended Amount of Sleep for Pediatric Populations: A Consensus Statement of the American Academy of Sleep Medicine. Journal of Clinical Sleep Medicine, 12, 785-786.
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使った記事：E41 洋楽や歌を使うと、英語が覚えやすい
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使った記事：S70 目標は、人に言わない方が達成しやすい
Pellegrino F., Coupe C., Marsico E. (2011). A cross-language perspective on speech information rate. Language, 87, 539-558.
使った記事：E38 日本語は早口な言語
Pellicer-Sánchez A., Schmitt N. (2010). Incidental vocabulary acquisition from an authentic novel: Do Things Fall Apart? Reading in a Foreign Language, 22(1), 31-55.
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使った記事：E28 海外ドラマを見るだけで、単語が身につく
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使った記事：S14 モーツァルトを聴くと頭が良くなる
Ploetzner R., Berney S., Bétrancourt M. (2020). A review of learning demands in instructional animations: The educational effectiveness of animations unfolds if the features of change need to be learned. Journal of Computer Assisted Learning, 36, 838-860.
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使った記事：S65 朝型の人の方が、成績がいい
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使った記事：D01 ナッツを食べると、頭が良くなる
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使った記事：S14 モーツァルトを聴くと頭が良くなる
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使った記事：K19 国語の読解力はセンスで決まる。勉強しても伸びないK27 読解力さえあれば、知らない分野の文章でも読みこなせる
Reilly D., Neumann D., Andrews G. (2015). Sex differences in mathematics and science achievement: A meta-analysis of National Assessment of Educational Progress assessments. Journal of Educational Psychology, 107, 645-662.
使った記事：K35 理科は、男子のほうが得意だ
Reisman A. (2012). Reading Like a Historian: A Document-Based History Curriculum Intervention in Urban High Schools. Cognition and Instruction, 30, 86-112.
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使った記事：K36 歴史は、年号や用語を暗記する科目だ
Repantis D., Schlattmann P., Laisney O., Heuser I. (2010). Modafinil and methylphenidate for neuroenhancement in healthy individuals: A systematic review. Pharmacological Research, 62, 187-206.
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Riby L., McMurtrie H., Smallwood J., Ballantyne C., Meikle A., Smith E. (2006). The facilitative effects of glucose ingestion on memory retrieval in younger and older adults: is task difficulty or task domain critical? British Journal of Nutrition, 95, 414-420.
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使った記事：K01 数学は暗記だ
Rittle-Johnson B., Siegler R., Alibali M. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology, 93, 346-362.
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使った記事：K01 数学は暗記だ
Robinson F. P. (1946). Effective Study (Project II: Survey Q3R Method of Studying, pp. 13-29). Harper & Brothers.
Roediger H., Karpicke J. (2006). Test-Enhanced Learning. Psychological Science, 17, 249-255.
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使った記事：S02 何度も読み返すのが、いちばん確実な勉強法S03 テストは実力を測るためのもの。勉強にはならないP07 勉強は「アウトプット7：インプット3」がベストF06 ダ・ヴィンチ流「見ないで描いて手本と重ねる」と、よく覚えられる
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使った記事：S65 朝型の人の方が、成績がいい
Rohrer D., Pashler H. (2007). Increasing Retention Without Increasing Study Time. Current Directions in Psychological Science, 16, 183-186.
Rohrer D., Taylor K. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35, 481-498.
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Roig M., Nordbrandt S., Geertsen S., Nielsen J. (2013). The effects of cardiovascular exercise on human memory: A review with meta-analysis. Neuroscience & Biobehavioral Reviews, 37, 1645-1666.
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Rowland C. (2014). The effect of testing versus restudy on retention: A meta-analytic review of the testing effect.. Psychological Bulletin, 140, 1432-1463.
Rozenblit L., Keil F. (2002). The misunderstood limits of folk science: an illusion of explanatory depth. Cognitive Science, 26, 521-562.
Ruiz Pardo A., Minda J. (2022). Reexamining the “brain drain” effect: A replication of Ward et al. (2017). Acta Psychologica, 230, 103717.
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使った記事：S17 スマホは机に置いておくだけで集中力を奪う
Rummer R., Schweppe J., Schwede A. (2016). Fortune is fickle: null-effects of disfluency on learning outcomes. Metacognition and Learning, 11(1), 57-70.
Runge Y., Frings C., Tempel T. (2019). Saving-enhanced performance: saving items after study boosts performance in subsequent cognitively demanding tasks. Memory, 27, 1462-1467.
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使った記事：E34 発音は教わっても上達しない
Sala G., Gobet F. (2016). Do the benefits of chess instruction transfer to academic and cognitive skills? A meta-analysis. Educational Research Review, 18, 46-57.
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使った記事：K17 チェスを習うと、数学の成績が上がる
Sala G., Gobet F. (2017). Does chess instruction improve mathematical problem-solving ability? Two experimental studies with an active control group. Learning & Behavior, 45, 414-421.
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使った記事：K17 チェスを習うと、数学の成績が上がる
Sala G., Gobet F. (2017). When the music's over. Does music skill transfer to children's and young adolescents' cognitive and academic skills? A meta-analysis. Educational Research Review, 20, 55-67.
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使った記事：S41 楽器を習うと頭が良くなる
Sana F., Weston T., Cepeda N. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24-31.
Satish U., Mendell M., Shekhar K., Hotchi T., Sullivan D., Streufert S., Fisk W. (2012). Is CO2 an Indoor Pollutant? Direct Effects of Low-to-Moderate CO2 Concentrations on Human Decision-Making Performance. Environmental Health Perspectives, 120, 1671-1677.
使った記事：H25 換気をよくすると、頭の働きが良くなる
Scherer R., Siddiq F., Sánchez Viveros B. (2019). The cognitive benefits of learning computer programming: A meta-analysis of transfer effects. Journal of Educational Psychology, 111, 764-792.
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使った記事：N08 海外のテレビ番組は、映画より簡単
Shein S., Whitticar S., Mascho K., Pace E., Speicher R., Deakins K. (2021). The effects of wearing facemasks on oxygenation and ventilation at rest and during physical activity. PLOS ONE, 16, e0247414.
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使った記事：S40 脳トレアプリで頭が良くなる
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使った記事：D06 イチョウ葉エキスで、記憶力が良くなる
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使った記事：E07 子どもは大人よりも速く外国語を覚える
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使った記事：E07 子どもは大人よりも速く外国語を覚える
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使った記事：D06 イチョウ葉エキスで、記憶力が良くなる
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使った記事：H04 授業動画は、途中でミニテストをはさむと集中が続き、成績も上がるN26 起きている時間のほぼ半分、人は今していることと別のことを考えている
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使った記事：P09 単語や漢字は、何回も書けば覚えられる
Tian L., Macaro E. (2012). Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study. Language Teaching Research, 16, 367-391.
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使った記事：K10 数学の宿題は、多いほど成績が上がる
Trego M., Soares J., Ditta A. (2025). Snap & Write: Examining the Effect of Taking Photos and Notes on Memory for Lecture Content. Behavioral Sciences, 15, 561.
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使った記事：S64 ガムをよく噛むと、集中力や記憶力が上がる
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使った記事：E20 単語は文脈で何回も出会えば、自然と覚えられるN10 出会う回数と単語の覚えやすさの関係は、r=.34
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使った記事：E39 女性は男性よりずっとおしゃべり
University of Chicago News (2011, January 13). Writing about worries eases anxiety and improves test performance.
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使った記事：S33 絵が下手でも、描いて覚えると記憶に残る
Uttal D. H., O'Doherty K., Newland R., Hand L. L., DeLoache J. (2009). Dual representation and the linking of concrete and symbolic representations. Child Development Perspectives, 3(3), 156-159.
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使った記事：D01 ナッツを食べると、頭が良くなる
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使った記事：E30 聞くより読む方が、単語を覚えやすい
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使った記事：S39 意志力は使うと減っていく（自我消耗）
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使った記事：K35 理科は、男子のほうが得意だ
Vyas C., Manson J., Sesso H., Cook N., Rist P., Weinberg A. et al. (2024). Effect of multivitamin-mineral supplementation versus placebo on cognitive function: results from the clinic subcohort of the COcoa Supplement and Multivitamin Outcomes Study (COSMOS) randomized clinical trial and meta-analysis of 3 cognitive studies within COSMOS. The American Journal of Clinical Nutrition, 119, 692-701.
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使った記事：D10 マルチビタミンを飲むと、頭が良くなる
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使った記事：S33 絵が下手でも、描いて覚えると記憶に残る
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使った記事：S17 スマホは机に置いておくだけで集中力を奪う
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使った記事：E19 やさしい本を1冊読めば、新しい単語がたくさん身につくN09 単語は文章で10回出会えば、かなり身につく
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使った記事：S47 マシュマロを我慢できる子は、将来成功する
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使った記事：N08 海外のテレビ番組は、映画より簡単
WEBB S., YANAGISAWA A., UCHIHARA T. (2020). How Effective Are Intentional Vocabulary‐Learning Activities? A Meta‐Analysis. The Modern Language Journal, 104, 715-738.
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使った記事：S64 ガムをよく噛むと、集中力や記憶力が上がる
Wilson K., Korn J. (2007). Attention during Lectures: Beyond Ten Minutes. Teaching of Psychology, 34, 85-89.
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使った記事：S42 授業の集中力は10〜15分しか続かない
Wineburg S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83, 73-87.
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使った記事：K36 歴史は、年号や用語を暗記する科目だ
Wisniewski B., Zierer K., Hattie J. (2020). The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research. Frontiers in Psychology, 10, 3087.
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使った記事：S50 フィードバックは多ければ多いほどいい
Wittbrodt M., Millard-Stafford M. (2018). Dehydration Impairs Cognitive Performance: A Meta-analysis. Medicine & Science in Sports & Exercise, 50, 2360-2368.
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使った記事：D08 水分が足りないと、頭の働きが落ちる
Wolf O. T., Kluge K. (2017). Commentary: Retrieval practice protects memory against acute stress. Frontiers in Behavioral Neuroscience, 11, 48.
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使った記事：K37 歴史は、物語として読むと覚えやすい
Wolraich M., Wilson D., White J. (1995). The Effect of Sugar on Behavior or Cognition in Children. JAMA, 274, 1617-1621.
Wright T., Cervetti G. (2017). A Systematic Review of the Research on Vocabulary Instruction That Impacts Text Comprehension. Reading Research Quarterly, 52, 203-226.
Yanagisawa A., Webb S., Uchihara T. (2020). HOW DO DIFFERENT FORMS OF GLOSSING CONTRIBUTE TO L2 VOCABULARY LEARNING FROM READING?. Studies in Second Language Acquisition, 42, 411-438.
doi.org/10.1017/s0272263119000688
使った記事：E36 英文を読むとき、単語の注釈（グロス）は不要E49 新しい単語の意味も、日本語を使わず英語だけで説明すべきN24 単語の注釈付きで読むと、単語の習得率は約1.7倍に
Yang J. (2016). The Effectiveness of Study-Abroad on Second Language Learning: A Meta-Analysis. The Canadian Modern Language Review, 72, 66-94.
使った記事：E43 留学すれば、英語はペラペラになる
Yeager D., Hanselman P., Walton G., Murray J., Crosnoe R., Muller C. et al. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573, 364-369.
Yeager D., Henderson M., Paunesku D., Walton G., D'Mello S., Spitzer B. et al. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107, 559-580.
Yeager D., Purdie-Vaughns V., Garcia J., Apfel N., Brzustoski P., Master A. et al. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General, 143, 804-824.
Yeung L., Alschuler D., Wall M., Luttmann-Gibson H., Copeland T., Hale C. et al. (2023). Multivitamin Supplementation Improves Memory in Older Adults: A Randomized Clinical Trial. The American Journal of Clinical Nutrition, 118, 273-282.
doi.org/10.1016/j.ajcnut.2023.05.011
使った記事：D10 マルチビタミンを飲むと、頭が良くなる
Yoo S., Hu P., Gujar N., Jolesz F., Walker M. (2007). A deficit in the ability to form new human memories without sleep. Nature Neuroscience, 10, 385-392.
使った記事：S22 徹夜しても、翌日の勉強には影響しない
Zacharia Z., Olympiou G. (2011). Physical versus virtual manipulative experimentation in physics learning. Learning and Instruction, 21, 317-331.
Zhang X., Wargocki P., Lian Z., Thyregod C. (2017). Effects of exposure to carbon dioxide and bioeffluents on perceived air quality, self-assessed acute health symptoms, and cognitive performance. Indoor Air, 27(1), 47-64.
使った記事：H25 換気をよくすると、頭の働きが良くなる
Zimmerman F., Christakis D., Meltzoff A. (2007). Associations between Media Viewing and Language Development in Children Under Age 2 Years. The Journal of Pediatrics, 151, 364-368.
Zook K., Di Vesta F. (1991). Instructional analogies and conceptual misrepresentations. Journal of Educational Psychology, 83, 246-252.
南方熊楠記念館. 展示案内「幼少期～青年期」「読書と筆写に明け暮れた少年」「海外での活躍」.
www.minakatakumagusu-kinenkan.jp/exhibition-guide/corner1/corner1-1
南方熊楠顕彰館. 所蔵品「ロンドン抜書（1895～1900）」.