Traceable claims
Every factual learning claim binds to a stable source record.
Editorial and evidence standards
Clear about what we know—and what we designed.
The Academy separates research findings, conditional guidance and original Itzako instructional models.
Visible limits
A result is never presented without the conditions that make it less certain.
Honest models
Original Itzako frameworks are labelled as instructional design, not validated diagnostics.
Review before publication
Every page is checked for source fit, clarity and translation quality before we present it as finished.
Who is responsible
The Itzako Academy Editorial Team writes and maintains every lesson. Internal evidence review checks whether sources support the claims and whether important limitations are visible. Team credits are used while individual contributor profiles are not yet published.
Corrections are part of the work
If a factual claim, source or translation appears wrong, send us the page link and describe the concern. We review material corrections, update the review date and correct or withdraw the page when needed.
Report a correctionEditorial and evidence standards
Source ledger
These are the checked sources supporting the first Academy collection. Findings are independently paraphrased; no publisher figures or passages are reused.
- Robert A. Bjork, John Dunlosky and Nate Kornell (2013)Self-Regulated Learning: Beliefs, Techniques, and IllusionsAnnual Review of Psychology · Publisher copyright
- Asher Koriat and Robert A. Bjork (2005)Illusions of Competence in Monitoring One’s Knowledge During StudyJournal of Experimental Psychology: Learning, Memory, and Cognition · Publisher copyright
- Henry L. Roediger III and Jeffrey D. Karpicke (2006)Test-Enhanced Learning: Taking Memory Tests Improves Long-Term RetentionPsychological Science · Publisher copyright
- John Dunlosky, Katherine A. Rawson, Elizabeth J. Marsh, Mitchell J. Nathan and Daniel T. Willingham (2013)Improving Students’ Learning With Effective Learning TechniquesPsychological Science in the Public Interest · Publisher copyright
- Chunliang Yang, Liang Luo, Miguel A. Vadillo, Rongjun Yu and David R. Shanks (2021)Testing (Quizzing) Boosts Classroom Learning: A Systematic and Meta-Analytic ReviewPsychological Bulletin · Publisher copyright
- Pooja K. Agarwal, Ludmila D. Nunes and Janell R. Blunt (2021)Retrieval Practice Consistently Benefits Student Learning: A Systematic Review of Applied Research in Schools and ClassroomsEducational Psychology Review · Publisher copyright
- Nate Kornell, Matthew Jensen Hays and Robert A. Bjork (2009)Unsuccessful Retrieval Attempts Enhance Subsequent LearningJournal of Experimental Psychology: Learning, Memory, and Cognition · Publisher copyright
- Nicholas J. Cepeda, Harold Pashler, Edward Vul, John T. Wixted and Doug Rohrer (2006)Distributed Practice in Verbal Recall Tasks: A Review and Quantitative SynthesisPsychological Bulletin · Publisher copyright
- Rhys D. Mawson and Sean H. K. Kang (2025)The Distributed Practice Effect on Classroom Learning: A Meta-Analytic Review of Applied ResearchBehavioral Sciences · CC BY 4.0
- Harold Pashler, Patrice M. Bain, Brian A. Bottge, Arthur Graesser, Kenneth Koedinger, Mark McDaniel and Janet Metcalfe (2007)Organizing Instruction and Study to Improve Student LearningInstitute of Education Sciences practice guide · Public domain
- Benedikt Wisniewski, Klaus Zierer and John Hattie (2020)The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback ResearchFrontiers in Psychology · CC BY 4.0
- Janet Metcalfe (2017)Learning from ErrorsAnnual Review of Psychology · Publisher copyright
- Andrew C. Butler, Namrata Godbole and Elizabeth J. Marsh (2013)Explanation Feedback Is Better Than Correct Answer Feedback for Promoting Transfer of LearningJournal of Educational Psychology · Publisher copyright
- Nicholas C. Soderstrom and Robert A. Bjork (2015)Learning Versus Performance: An Integrative ReviewPerspectives on Psychological Science · Publisher copyright
- Steven C. Pan and Timothy C. Rickard (2018)Transfer of Test-Enhanced Learning: Meta-Analytic Review and SynthesisPsychological Bulletin · Publisher copyright
- John Dunlosky and Katherine A. Rawson (2012)Overconfidence Produces Underachievement: Inaccurate Self Evaluations Undermine Students’ Learning and RetentionLearning and Instruction · Publisher copyright
- Aimee A. Callender and Mark A. McDaniel (2009)The Limited Benefits of Rereading Educational TextsContemporary Educational Psychology · Publisher copyright