Frame

This file frames the problem in one sentence, names what the field calls it, and defines the terms used in this folder.

The problem, one sentence

Which ways of structuring and presenting written material make a reader learn, retain, and apply to new problems more?

What the field calls it

Topic	Field names
Whole field	instructional design; learning sciences; science of learning
Working memory limits	cognitive load theory (CLT; Sweller)
Load types	intrinsic, extraneous, germane
Text plus pictures	multimedia learning (Mayer); dual coding (Paivio)
Recall by testing	retrieval practice; testing effect; test-enhanced learning
Distributed study	spacing effect; distributed practice; successive relearning
Mixed topics	interleaving
Solved problems	worked-example effect; fading; completion problems
Step labels	subgoal labelling
Guidance by skill	expertise reversal effect
Diagrams of relations	concept maps; graphic organisers; knowledge maps
Partial notes	skeletal notes; guided notes
Links	hypertext; cognitive overhead; disorientation
Styles	learning styles; meshing hypothesis
Practitioners: flashcards, Anki, SRS, forgetting curve	retrieval practice; spacing effect
Practitioners: scheduler, FSRS, SM-2	memory model predicting recall probability
Practitioners: Zettelkasten, atomic notes, second brain	note-taking; no matching research term
Practitioners: VAK, learning styles	meshing hypothesis (not supported)

Terms used in this folder

• Effect size: d or g, a standardised mean difference against a named control. 0.2 small, 0.5 medium, 0.8 large.
• MA: meta-analysis. MMA: meta-meta-analysis. RCT: randomised experiments. S: single study. R: review without pooling. P: practitioner opinion.
• (secondary): the number was read in a summary, not in the paper.
• Transfer: using knowledge on a new problem. Near transfer: similar problem. Far transfer: different one.
• Element interactivity: how many parts must be held in mind together.