Citations (305)
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Judith M. Brenner, Tracy B. Fulton, Marieke Kruidering, Jeffrey B. Bird, Joanne Willey, Kelli Qua & Doreen M. Olvet. (2023) What have we learned about constructed response short-answer questions from students and faculty? A multi-institutional study. Medical Teacher 0:0, pages 1-10.
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Jiaxin Li, Er-Hu Zhang, Haihui Zhang, Xinyi He, Defeng Li & Hong-Wen Cao. (2023) Neural correlates of retrieval practice on the learning and memory retention of L3 French vocabulary. International Journal of Multilingualism 0:0, pages 1-17.
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Mehmet Fatih Yiğit & Süleyman Sadi Seferoğlu. (2023) Effect of video feedback on students’ feedback use in the online learning environment. Innovations in Education and Teaching International 60:1, pages 15-25.
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Qian Zhang & Logan Fiorella. (2023) An integrated model of learning from errors. Educational Psychologist 58:1, pages 18-34.
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Jiaxin Li, Er-Hu Zhang, Haihui Zhang, Hecui Gou & Hong-Wen Cao. (2022) Retrieval practice plus feedback benefits a third language vocabulary learning. International Journal of Multilingualism 0:0, pages 1-20.
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Sven Greving & Tobias Richter. (2022) Practicing retrieval in university teaching: short-answer questions are beneficial, whereas multiple-choice questions are not. Journal of Cognitive Psychology 34:5, pages 657-674.
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Timothy J. Lawson. (2022) Effects of Cued-Recall Versus Recognition Retrieval Practice on Beginning College Students’ Exam Performance. College Teaching 70:2, pages 181-185.
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Amy A. Overman, Joseph D. W. Stephens & Mary F. Bernhardt. (2021) Enhanced memory for context associated with corrective feedback: evidence for episodic processes in errorful learning. Memory 29:8, pages 1017-1042.
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Lin Guo. (2021) Effects of the initial test interval and feedback timing on L2 vocabulary retention. The Language Learning Journal 49:3, pages 382-398.
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Matthew Nedjat-Haiem & James E. Cooke. (2021) Student strategies when taking open-ended test questions. Cogent Education 8:1.
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Leonora Coppens, Mario de Jonge, Tamara van Gog & Liesbeth Kester. (2020) The effect of practice test modality on perceived mental effort and delayed final test performance. Journal of Cognitive Psychology 32:8, pages 764-770.
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Francisco Javier Guzmán-Muñoz. (2020) Effects of making errors in learning a foreign language. Journal of Cognitive Psychology 32:2, pages 229-241.
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Kathy Boutis, Martin Pecaric, Benoit Carrière, Jennifer Stimec, Andrew Willan, Julie Chan & Martin Pusic. (2019) The effect of testing and feedback on the forgetting curves for radiograph interpretation skills. Medical Teacher 41:7, pages 756-764.
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Julian Roelle, Detlev Roelle & Kirsten Berthold. (2019) Test-Based Learning: Inconsistent Effects Between Higher- and Lower-Level Test Questions. The Journal of Experimental Education 87:2, pages 299-313.
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Jonathan Barenberg & Stephan Dutke. (2019) Testing and metacognition: retrieval practise effects on metacognitive monitoring in learning from text. Memory 27:3, pages 269-279.
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Yoonhee Jang & Elaine Marshall. (2018) The Effect of Type of Feedback in Multiple-Choice Testing on Long-Term Retention. The Journal of General Psychology 145:2, pages 107-119.
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Lauren Griffiths & Philip A. Higham. (2018) Beyond hypercorrection: remembering corrective feedback for low-confidence errors. Memory 26:2, pages 201-218.
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Kit W. Cho, James H. Neely, Stephanie Crocco & Deana Vitrano. (2017) Testing enhances both encoding and retrieval for both tested and untested items. The Quarterly Journal of Experimental Psychology 70:7, pages 1211-1235.
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Tova Stenlund, Fredrik U. Jönsson & Bert Jonsson. (2017) Group discussions and test-enhanced learning: individual learning outcomes and personality characteristics. Educational Psychology 37:2, pages 145-156.
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Tova Stenlund, Anna Sundström & Bert Jonsson. (2016) Effects of repeated testing on short- and long-term memory performance across different test formats. Educational Psychology 36:10, pages 1710-1727.
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Bert Jonsson, Yagmur C. Kulaksiz & Johan Lithner. (2016) Creative and algorithmic mathematical reasoning: effects of transfer-appropriate processing and effortful struggle. International Journal of Mathematical Education in Science and Technology 47:8, pages 1206-1225.
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Nicole M. Dudukovic, Jackie L. Gottshall, Patricia A. Cavanaugh & Christine T. Moody. (2015) Diminished testing benefits in young adults with attention-deficit hyperactivity disorder. Memory 23:8, pages 1264-1276.
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Anthony J. Bishara & Lauren A. Lanzo. (2015) All of the above: When multiple correct response options enhance the testing effect. Memory 23:7, pages 1013-1028.
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Emine Çil. (2015) Effect of Two-tier Diagnostic Tests on Promoting Learners’ Conceptual Understanding of Variables in Conducting Scientific Experiments. Applied Measurement in Education 28:4, pages 253-273.
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Carmen M. P. Damhuis, Eliane Segers & Ludo Verhoeven. (2015) Stimulating breadth and depth of vocabulary via repeated storybook readings or tests. School Effectiveness and School Improvement 26:3, pages 382-396.
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Naomi Holmes. (2015) Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module. Assessment & Evaluation in Higher Education 40:1, pages 1-14.
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Linda A. Henkel. (2014) The Retrieval Context of Intervening Tasks Influences Subsequent Memory in Younger and Older Adults. Experimental Aging Research 40:5, pages 555-577.
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Megan A. Smith & Jeffrey D. Karpicke. (2014) Retrieval practice with short-answer, multiple-choice, and hybrid tests. Memory 22:7, pages 784-802.
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Kim J.H. Dirkx, Liesbeth Kester & Paul A. Kirschner. (2014) The Testing Effect for Learning Principles and Procedures from Texts. The Journal of Educational Research 107:5, pages 357-364.
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Karen L. Middleton & Karen A. Loveland. (2014) Assurance of Learning and the MFT: Closing the Loops With an Online Review. Journal of Education for Business 89:3, pages 126-132.
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Yvonne Rogalski, Lori J. P. Altmann & John C. Rosenbek. (2014) Retrieval practice and testing improve memory in older adults. Aphasiology 28:4, pages 381-400.
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JohnF. Nestojko, JasonR. Finley & HenryL. Roediger$suffix/text()$suffix/text(). (2013) Extending Cognition to External Agents. Psychological Inquiry 24:4, pages 321-325.
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Betsy Sparrow & Ljubica Chatman. (2013) Social Cognition in the Internet Age: Same As It Ever Was?. Psychological Inquiry 24:4, pages 273-292.
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Matthew R. Erdman & Jason C. K. Chan. (2013) Providing corrective feedback during retrieval practice does not increase retrieval-induced forgetting. Journal of Cognitive Psychology 25:6, pages 692-703.
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ElizabethJ. Marsh, LisaK. Fazio & AnnaE. Goswick. (2012) Memorial consequences of testing school-aged children. Memory 20:8, pages 899-906.
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Erica
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PoojaK. Agarwal & HenryL. Roediger$suffix/text()$suffix/text(). (2011) Expectancy of an open-book test decreases performance on a delayed closed-book test. Memory 19:8, pages 836-852.
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AmandaE. Sensenig, MeganK. Littrell-Baez & EdwardL. DeLosh. (2011) Testing effects for common versus proper names. Memory 19:6, pages 664-673.
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ScottR. Hinze & Jennifer Wiley. (2011) Testing the limits of testing effects using completion tests. Memory 19:3, pages 290-304.
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LisaK. Fazio, BarbieJ. Huelser, Aaron Johnson & ElizabethJ. Marsh. (2010) Receiving right/wrong feedback: Consequences for learning. Memory 18:3, pages 335-350.
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Chun‐Yen Chang, Ting‐Kuang Yeh & JamesP. Barufaldi. (2010) The Positive and Negative Effects of Science Concept Tests on Student Conceptual Understanding. International Journal of Science Education 32:2, pages 265-282.
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Arnold Lewis Glass. (2009) The effect of distributed questioning with varied examples on exam performance on inference questions. Educational Psychology 29:7, pages 831-848.
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Jacquelyn Cranney, Mihyun Ahn, Rachel McKinnon, Sue Morris & Kaaren Watts. (2009) The testing effect, collaborative learning, and retrieval-induced facilitation in a classroom setting. European Journal of Cognitive Psychology 21:6, pages 919-940.
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MichaelT. Miesner & RuthH. Maki. (2007) The role of test anxiety in absolute and relative metacomprehension accuracy. European Journal of Cognitive Psychology 19:4-5, pages 650-670.
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MarkA. McDaniel, JanisL. Anderson, MaryH. Derbish & Nova Morrisette. (2007) Testing the testing effect in the classroom. European Journal of Cognitive Psychology 19:4-5, pages 494-513.
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Catherine R. Walsh & Jesse Rissman. (2023) Behavioral representational similarity analysis reveals how episodic learning is influenced by and reshapes semantic memory. Nature Communications 14:1.
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