Mark A. McDaniel

Mark A. McDaniel (born December 4, 1952) is an American psychology researcher in the area of human learning and memory. He is one of the most influential researchers in prospective memory, but also well known for other basic research in memory and learning, cognitive aging, as well as applying cognitive psychology to education. McDaniel has published over 100 peer-reviewed articles, book chapters, and edited books. His research in memory and cognition has received over two million dollars in grant support from NIH and NASA. Provided by Wikipedia
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  1. 1
    Learning hierarchically organized science categories: simultaneous instruction at the high and subtype levels

    Learning hierarchically organized science categories: simultaneous instruction at the high and subtype levels by Robert M. Nosofsky, Colin Slaughter, Mark A. McDaniel

    Published 2019-12-01
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  2. 2
    Neural mechanisms of time-based prospective memory: evidence for transient monitoring.

    Neural mechanisms of time-based prospective memory: evidence for transient monitoring. by Kevin M Oksanen, Emily R Waldum, Mark A McDaniel, Todd S Braver

    Published 2014-01-01
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  3. 3
    Matching learning style to instructional format penalizes learning

    Matching learning style to instructional format penalizes learning by Keith B. Lyle, Andrea S. Young, Robin J. Heyden, Mark A. McDaniel

    Published 2023-12-01
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  4. 4
    Force Concept Inventory: More than just conceptual understanding

    Force Concept Inventory: More than just conceptual understanding by Siera M. Stoen, Mark A. McDaniel, Regina F. Frey, K. Mairin Hynes, Michael J. Cahill

    Published 2020-01-01
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  5. 5
    Understanding the relationship between student attitudes and student learning

    Understanding the relationship between student attitudes and student learning by Michael J. Cahill, Mark A. McDaniel, Regina F. Frey, K. Mairin Hynes, Michelle Repice, Jiuqing Zhao, Rebecca Trousil

    Published 2018-02-01
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  6. 6
    Thought probes during prospective memory encoding: Evidence for perfunctory processes.

    Thought probes during prospective memory encoding: Evidence for perfunctory processes. by Michael K Scullin, Mark A McDaniel, Michelle N Dasse, Ji Hae Lee, Courtney A Kurinec, Claudina Tami, Madison L Krueger

    Published 2018-01-01
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  7. 7
    Dissociative conceptual and quantitative problem solving outcomes across interactive engagement and traditional format introductory physics

    Dissociative conceptual and quantitative problem solving outcomes across interactive engagement and traditional format introductory physics by Mark A. McDaniel, Siera M. Stoen, Regina F. Frey, Zachary E. Markow, K. Mairin Hynes, Jiuqing Zhao, Michael J. Cahill

    Published 2016-11-01
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  8. 8
    Multiyear, multi-instructor evaluation of a large-class interactive-engagement curriculum

    Multiyear, multi-instructor evaluation of a large-class interactive-engagement curriculum by Michael J. Cahill, K. Mairin Hynes, Rebecca Trousil, Lisa A. Brooks, Mark A. McDaniel, Michelle Repice, Jiuqing Zhao, Regina F. Frey

    Published 2014-07-01
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