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Ep 14. Stress and learning with Dan Rosen

The transcript for this episode is here.

You can listen to the episode here: Chalk & Talk Podcast.

Dan Rosen’s blog and social media

Dan Rosen’s website

Twitter: @musingsofadr

Research studies referred to in the episode 


Agarwal, P., D’Antonio, L., Roediger, H. L., McDermott, K. B., & McDaniel, M. A. (2014). Classroom-based programs of retrieval practice reduce middle school and high school students’ test anxiety. Journal of Applied Research in Memory and Cognition, 3(3), 131–139. 


Cahill, L., Prins, B., Weber, M. & McGaugh, J. L. (1994). β-Adrenergic activation and memory for emotional events. Nature, 371, 702–704. 


Dickerson, & Kemeny, M. E. (2004). Acute Stressors and Cortisol Responses: A Theoretical Integration and Synthesis of Laboratory Research. Psychological Bulletin, 130(3), 355–391. 


Fleischmann, M., Hübner, N., Nagengast, B., & Trautwein, U. (2023). The dark side of detracking: Mixed-ability classrooms negatively affect the academic self-concept of students with low academic achievement. Learning and Instruction, 86, 101753–. 


Schwabe, L., & Wolf, O. T. (2013). Stress and multiple memory systems: from “thinking” to “doing.” Trends in Cognitive Sciences, 17(2), 60–68. 


Smith, A. M., Floerke, V. A., & Thomas, A. K. (2016). Retrieval practice protects memory against acute stress. Science (American Association for the Advancement of Science), 354(6315), 1046–1048. 


Other articles


Rudland JR, Golding C, Wilkinson TJ. The stress paradox: how stress can be good for learning. Med Educ. 2020 Jan; 54(1):40-45. doi: 10.1111/medu.13830

Credit to Jazmin Boisclair for this helpful resource page.

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