SEARCH

SEARCH BY CITATION

Cited in:

CrossRef

This article has been cited by:

  1. 1
    Lindsey Thiel, Paul Conroy, A comparison of errorless and errorful therapies for dysgraphia after stroke, Neuropsychological Rehabilitation, 2014, 24, 2, 172

    CrossRef

  2. 2
    Mary A. Pyc, David A. Balota, Kathleen B. McDermott, Tim Tully, Henry L. Roediger, Between-list lag effects in recall depend on retention interval, Memory & Cognition, 2014, 42, 6, 965

    CrossRef

  3. 3
    Carolina E. Küpper-Tetzel, Irina V. Kapler, Melody Wiseheart, Contracting, equal, and expanding learning schedules: The optimal distribution of learning sessions depends on retention interval, Memory & Cognition, 2014, 42, 5, 729

    CrossRef

  4. 4
    Katherine A. Rawson, Kalif E. Vaughn, Shana K. Carpenter, Does the benefit of testing depend on lag, and if so, why? Evaluating the elaborative retrieval hypothesis, Memory & Cognition, 2014,

    CrossRef

  5. 5
    Emilie Gerbier, Thomas C. Toppino, Olivier Koenig, Optimising retention through multiple study opportunities over days: The benefit of an expanding schedule of repetitions, Memory, 2014, 1

    CrossRef

  6. 6
    Sean H. K. Kang, Robert V. Lindsey, Michael C. Mozer, Harold Pashler, Retrieval practice over the long term: Should spacing be expanding or equal-interval?, Psychonomic Bulletin & Review, 2014, 21, 6, 1544

    CrossRef

  7. 7
    Carola Wiklund-Hörnqvist, Bert Jonsson, Lars Nyberg, Strengthening concept learning by repeated testing, Scandinavian Journal of Psychology, 2014, 55, 1
  8. 8
    Peter Vestergren, Lars Nyberg, Testing alters brain activity during subsequent restudy: Evidence for test-potentiated encoding, Trends in Neuroscience and Education, 2014, 3, 2, 69

    CrossRef

  9. 9
    Nicole A.M.C. Goossens, Gino Camp, Peter P.J.L. Verkoeijen, Huib K. Tabbers, Rolf A. Zwaan, The benefit of retrieval practice over elaborative restudy in primary school vocabulary learning, Journal of Applied Research in Memory and Cognition, 2014, 3, 3, 177

    CrossRef

  10. 10
    Nicole A. M. C. Goossens, Gino Camp, Peter P. J. L. Verkoeijen, Huib K. Tabbers, The Effect of Retrieval Practice in Primary School Vocabulary Learning, Applied Cognitive Psychology, 2014, 28, 1
  11. 11
    Carolina E. Küpper-Tetzel, Understanding the Distributed Practice Effect, Zeitschrift für Psychologie, 2014, 222, 2, 71

    CrossRef

  12. You have free access to this content12
    Franklin Zaromb, Rachel M. Adler, Kelly Bruce, Yigal Attali, JoAnn Rock, Using No-Stakes Educational Testing to Mitigate Summer Learning Loss: A Pilot Study, ETS Research Report Series, 2014, 2014, 2
  13. 13
    Mary A. Pyc, Katherine A. Rawson, Are judgments of learning made after correct responses during retrieval practice sensitive to lag and criterion level effects?, Memory & Cognition, 2012, 40, 6, 976

    CrossRef

  14. 14
    Yoonhee Jang, John T. Wixted, Diane Pecher, René Zeelenberg, David E. Huber, Decomposing the interaction between retention interval and study/test practice: The role of retrievability, The Quarterly Journal of Experimental Psychology, 2012, 65, 5, 962

    CrossRef

  15. 15
    Lisa K. Son, Dominic A. Simon, Distributed Learning: Data, Metacognition, and Educational Implications, Educational Psychology Review, 2012, 24, 3, 379

    CrossRef

  16. 16
    Erica L. Middleton, Myrna F. Schwartz, Errorless learning in cognitive rehabilitation: A critical review, Neuropsychological Rehabilitation, 2012, 22, 2, 138

    CrossRef

  17. 17
    Henry L. Roediger, Mary A. Pyc, Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice, Journal of Applied Research in Memory and Cognition, 2012, 1, 4, 242

    CrossRef

  18. 18
    Emilie Gerbier, Olivier Koenig, Influence of multiple-day temporal distribution of repetitions on memory: A comparison of uniform, expanding, and contracting schedules, The Quarterly Journal of Experimental Psychology, 2012, 65, 3, 514

    CrossRef

  19. 19
    Geoffrey B. Maddox, David A. Balota, Self control of when and how much to test face–name pairs in a novel spaced retrieval paradigm: An examination of age-related differences, Aging, Neuropsychology, and Cognition, 2012, 19, 5, 620

    CrossRef

  20. 20
    Maris F. Cutting, Norma Susswein Saks, Twelve tips for utilizing principles of learning to support medical education, Medical Teacher, 2012, 34, 1, 20

    CrossRef

  21. 21
    Shana K. Carpenter, Nicholas J. Cepeda, Doug Rohrer, Sean H. K. Kang, Harold Pashler, Using Spacing to Enhance Diverse Forms of Learning: Review of Recent Research and Implications for Instruction, Educational Psychology Review, 2012, 24, 3, 369

    CrossRef

  22. 22
    Katherine A. Rawson, John Dunlosky, When Is Practice Testing Most Effective for Improving the Durability and Efficiency of Student Learning?, Educational Psychology Review, 2012, 24, 3, 419

    CrossRef

  23. 23
    Tatsuya Nakata, Computer-assisted second language vocabulary learning in a paired-associate paradigm: a critical investigation of flashcard software, Computer Assisted Language Learning, 2011, 24, 1, 17

    CrossRef

  24. 24
    Mary A. Pyc, Katherine A. Rawson, Costs and benefits of dropout schedules of test–restudy practice: Implications for student learning, Applied Cognitive Psychology, 2011, 25, 1
  25. 25
    Farhan Sarwar, Carl Martin Allwood, Åse Innes-ker, Effects of communication with non-witnesses on eyewitnesses' recall correctness and meta-cognitive realism, Applied Cognitive Psychology, 2011, 25, 5
  26. 26
    Elizabeth Helder, John J. Shaughnessy, Self-generated retrievals while multitasking improve memory for names, Memory, 2011, 19, 8, 968

    CrossRef

  27. 27
    Henry L. Roediger, Andrew C. Butler, The critical role of retrieval practice in long-term retention, Trends in Cognitive Sciences, 2011, 15, 1, 20

    CrossRef

  28. 28
    Samantha Bouwmeester, Peter P. J. L. Verkoeijen, The effect of instruction method and relearning on Dutch spelling performance of third- through fifth-graders, European Journal of Psychology of Education, 2011, 26, 1, 61

    CrossRef

  29. 29
    Nate Kornell, Robert A. Bjork, Michael A. Garcia, Why tests appear to prevent forgetting: A distribution-based bifurcation model, Journal of Memory and Language, 2011, 65, 2, 85

    CrossRef

  30. 30
    Sverker Sikström, Mohamad Jaber, W Neumann, Learning Curves, 2011,

    CrossRef

  31. 31
    Henry L. Roediger III, Adam L. Putnam, Megan A. Smith, 2011,

    CrossRef

  32. 32
    Sean H. K. Kang, Enhancing visuospatial learning: The benefit of retrieval practice, Memory & Cognition, 2010, 38, 8, 1009

    CrossRef

  33. 33
    Benjamin C. Storm, Robert A. Bjork, Jennifer C. Storm, Optimizing retrieval as a learning event: When and why expanding retrieval practice enhances long-term retention, Memory & Cognition, 2010, 38, 2, 244

    CrossRef

  34. 34
    Bridgid Finn, Janet Metcalfe, Scaffolding feedback to maximize long-term error correction, Memory & Cognition, 2010, 38, 7, 951

    CrossRef

  35. 35
    Peter F. Delaney, Peter P.J.L. Verkoeijen, Arie Spirgel, The Psychology of Learning and Motivation: Advances in Research and Theory, 2010,

    CrossRef

  36. 36
    Nate Kornell, Lisa K. Son, Learners’ choices and beliefs about self-testing, Memory, 2009, 17, 5, 493

    CrossRef

  37. 37
    Thomas C. Toppino, Michael S. Cohen, The Testing Effect and the Retention Interval, Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie), 2009, 56, 4, 252

    CrossRef

  38. 38
    Stephen A. Dewhurst, Martin A. Conway, Karen R. Brandt, Tracking the R-to-K shift: Changes in memory awareness across repeated tests, Applied Cognitive Psychology, 2009, 23, 6
  39. 39
    Craig D. Shoulders, Sam A. Hicks, ADEPT Learning Cycles Enhance Intermediate Accounting Student Learning Success, Issues in Accounting Education, 2008, 23, 2, 161

    CrossRef

  40. 40
    Jessica M. Logan, David A. Balota, Expanded vs. Equal Interval Spaced Retrieval Practice: Exploring Different Schedules of Spacing and Retention Interval in Younger and Older Adults, Aging, Neuropsychology, and Cognition, 2008, 15, 3, 257

    CrossRef

  41. 41
    Elizabeth Helder, John J. Shaughnessy, Retrieval opportunities while multitasking improve name recall, Memory, 2008, 16, 8, 896

    CrossRef

  42. 42
    Shana K. Carpenter, Harold Pashler, John T. Wixted, Edward Vul, The effects of tests on learning and forgetting, Memory & Cognition, 2008, 36, 2, 438

    CrossRef

  43. 43
    Janet Metcalfe, Nate Kornell, Lisa K. Son, A cognitive-science based programme to enhance study efficacy in a high and low risk setting, European Journal of Cognitive Psychology, 2007, 19, 4-5, 743

    CrossRef

  44. 44
    Catherine O. Fritz, Peter E. Morris, Mandy Acton, Anna R. Voelkel, Ruth Etkind, Comparing and combining retrieval practice and the keyword mnemonic for foreign vocabulary learning, Applied Cognitive Psychology, 2007, 21, 4
  45. 45
    Harold Pashler, Doug Rohrer, Nicholas J. Cepeda, Shana K. Carpenter, Enhancing learning and retarding forgetting: Choices and consequences, Psychonomic Bulletin & Review, 2007, 14, 2, 187

    CrossRef

  46. 46
    Mary A. Pyc, Katherine A. Rawson, Examining the efficiency of schedules of distributed retrieval practice, Memory & Cognition, 2007, 35, 8, 1917

    CrossRef

  47. 47
    Catherine O. Fritz, Peter E. Morris, Debra Nolan, Jillian Singleton, Expanding retrieval practice: An effective aid to preschool children's learning, The Quarterly Journal of Experimental Psychology, 2007, 60, 7, 991

    CrossRef

  48. 48
    Katherine A. Rawson, John Dunlosky, Improving students’ self-evaluation of learning for key concepts in textbook materials, European Journal of Cognitive Psychology, 2007, 19, 4-5, 559

    CrossRef

  49. 49
    Shana K. Carpenter, Harold Pashler, Testing beyond words: Using tests to enhance visuospatial map learning, Psychonomic Bulletin & Review, 2007, 14, 3, 474

    CrossRef

  50. 50
    Philip I. Pavlik, Understanding and applying the dynamics of test practice and study practice, Instructional Science, 2007, 35, 5, 407

    CrossRef

  51. 51
    Nicholas J. Cepeda, Harold Pashler, Edward Vul, John T. Wixted, Doug Rohrer, Distributed practice in verbal recall tasks: A review and quantitative synthesis., Psychological Bulletin, 2006, 132, 3, 354

    CrossRef

  52. 52
    David A. Balota, Janet M. Duchek, Susan D. Sergent-Marshall, Henry L. Roediger, Does expanded retrieval produce benefits over equal-interval spacing? Explorations of spacing effects in healthy aging and early stage Alzheimer's disease., Psychology and Aging, 2006, 21, 1, 19

    CrossRef

  53. 53
    Shana K. Carpenter, Edward L. Delosh, Impoverished cue support enhances subsequent retention: Support for the elaborative retrieval explanation of the testing effect, Memory & Cognition, 2006, 34, 2, 268

    CrossRef

  54. 54
    H. L. Roediger, J. D. Karpicke, Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention, Psychological Science, 2006, 17, 3, 249

    CrossRef

  55. 55
    Doug Rohrer, Kelli Taylor, The effects of overlearning and distributed practise on the retention of mathematics knowledge, Applied Cognitive Psychology, 2006, 20, 9
  56. 56
    Henry L. Roediger, Jeffrey D. Karpicke, The Power of Testing Memory ., Perspectives on Psychological Science, 2006, 1, 3, 181

    CrossRef

  57. 57
    Shana K. Carpenter, Harold Pashler, Edward Vul, What types of learning are enhanced by a cued recall test?, Psychonomic Bulletin & Review, 2006, 13, 5, 826

    CrossRef

  58. 58
    Shana K. Carpenter, Edward L. DeLosh, Application of the testing and spacing effects to name learning, Applied Cognitive Psychology, 2005, 19, 5
  59. 59
    Peter E. Morris, Catherine O. Fritz, Louise Jackson, Emma Nichol, Elizabeth Roberts, Strategies for learning proper names: expanding retrieval practice, meaning and imagery, Applied Cognitive Psychology, 2005, 19, 6
  60. 60
    Doug Rohrer, Kelli Taylor, Harold Pashler, John T. Wixted, Nicholas J. Cepeda, The effect of overlearning on long-term retention, Applied Cognitive Psychology, 2005, 19, 3
  61. 61
    Harry P. Bahrick, Lynda K. Hall, The importance of retrieval failures to long-term retention: A metacognitive explanation of the spacing effect, Journal of Memory and Language, 2005, 52, 4, 566

    CrossRef

  62. 62
    Diane F. Halpern, Clayton L. Stephenson, Applying the Science of Learning to the Art of Teaching,
  63. 63
    References,
  64. 64
    Annie Trapp, Teaching You to Suck Eggs?,