推荐阅读
本书所介绍的原理，应该说都是建立在下列文章与图书的基础上的。阅读这些内容有助于读者更好地理解本书。论述这类记忆技巧的论文多达数百篇，但在科研文献范畴只是冰山一角。在注释中，我们标注了研究成果的出处，以便读者自行深度发掘。在提供更多信息的同时，我们也在权衡，尽量不让读者陷入对科研细节的困惑。
学术文章
Crouch, C. H., Fagen, A. P., Callan, J. P., & Mazur, E. (2004). Classroom demonstrations: Learning tools or entertainment? American Journal of Physics, 72,835-838.文章介绍了通过生成法来提高课堂演示的学习效果。
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & 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, 4-58.研究证明，在实验室环境与实地（教育）环境中，一些技巧可以改善教育实践，但另一些技巧则不起作用。文章详细地讨论了各种技巧的效果。
McDaniel, M. A. (2012). Put the SPRINT in knowledge training: Training with SPacing, Retrieval, and INTerleaving. In A. F. Healy & L. E. Bourne Jr. (eds.),Training Cognition: Optimizing Efficiency, Durability, and Generalizability (pp.267-286). New York: Psychology Press.文章指出，在商业、医学，以及再教育领域，很多机构愿意把培训内容塞到短短几天的“课程”里。文中的总结证据指出，间隔和穿插练习在促进学习和增强记忆方面的效果更好。作者也就企业该如何培训给出了一些建议。
McDaniel, M. A., & Donnelly, C. M. (1996). Learning with analogy and elaborative interrogation. Journal of Educational Psychology 88, 508-519.这些实验阐释了在学习技术资料时可采用的几种技巧，包括视觉形象化、自问等。相较之下，这篇文章更具技术意义。
Richland, L. E., Linn, M. C., & Bjork, R. A. (2007). Instruction. In F. Durso, R.Nickerson, S. Dumais, S. Lewandowsky, & T. Perfect (eds.), Handbook of Applied Cognition (2nd ed., pp. 553-583). Chichester: Wiley.文章提及若干案例，指出在教学环境下也许可以引入包括生成在内的合意困难。
Roediger, H. L., Smith, M. A., & Putnam, A. L. (2011). Ten benefits of testing and their applications to educational practice. In B. H. Ross (ed.),Psychology of Learning and Motivation. San Diego: Elsevier Academic Press.文章总结了把检索当作一种学习技巧可以带来的若干益处。
书目
Brooks, D. The Social Animal: The Hidden Sources Love, Character, and Achievement. New York: Random House, 2011.
Coyle, D. The Talent Code: Greatness Isn’t Born. It’s Grown. Here’s How.New York: Bantam Dell, 2009.
Doidge, N. The Brain the Changes Itself: Stories of Personal Triumph from the Frontiers of Brain Science. New York: Penguin Books, 2007.
Duhigg, C. The Power of Habit: Why We Do What We Do in Life and Business. New York: Random House, 2012.
Dunlosky, J., & Metcalfe, J. Metacognition. Los Angeles: Sage Publications,2009.
Dunning, D. Self-Insight: Roadblocks and Detours on the Path to Knowing Thyself (Essays in Social Psychology). New York: Psychology Press, 2005.
Dweck, C. S. Mindset: The New Psychology of Success. New York: Ballantine Books, 2008.
Foer, J. Moonwalking with Einstein: The Art and Science of Remembering Everything. New York: Penguin, 2011.
Gilovich, T. How We Know What Isn’t So: The Fallibility of Human Reason in Everyday Life. New York: Free Press, 1991.
Gladwell, M. Blink: The Power of Thinking Without Thinking. New York:Little, Brown & Co., 2005.—. Outliers: The Story of Success. New York: Little Brown & Co, 2008.
Healy, A. F. & Bourne, L. E., Jr. (Eds.). Training Cognition: Optimizing Efficiency, Durability, and Generalizability. New York: Psychology Press, 2012.
Kahneman, D. Thinking Fast and Slow. New York: Farrar, Straus and Giroux, 2011.
Mayer, R. E. Applying the Science of Learning. Upper Saddle River, NJ:Pearson, 2010.
Nisbett, R. E. Intelligence and How to Get It. New York: W. W. Norton &Company, 2009.
Sternberg, R. J., & Grigorenko, E. L. Dynamic Testing: The Nature and Measurement of Learning Potential. Cambridge: University of Cambridge, 2002.
Tough, P. How Children Succeed: Grit, Curiosity, and the Hidden Power of Character. Boston: Houghton Miffl in Harcourt, 2012.
Willingham, D. T. When Can You Trust the Experts: How to Tell Good Science from Bad in Education. San Francisco: Jossey-Bass, 2012.
Worthen, J. B., & Hunt, R. R. Mnemonology: Mnemonics for the 21st Century (Essays in Cognitive Psychology). New York: Psychology Press, 2011.