Citations (62)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (4)
Anna T. Nickl & Karl-Heinz T. Bäuml. (2023) Retrieval practice reduces relative forgetting over time. Memory 31:10, pages 1412-1424.
Read now
Read now
Magdalena Abel & Karl-HeinzT. Bäuml. (2012) Retrieval-induced forgetting, delay, and sleep. Memory 20:5, pages 420-428.
Read now
Read now
JeriL. Little, BenjaminC. Storm & Elizabeth
Ligon Bjork. (2011) The costs and benefits of testing text materials. Memory 19:4, pages 346-359.
Read now
Read now
GeneA. Brewer, RichardL. Marsh, JosephT. Meeks, Arlo Clark-Foos & JasonL. Hicks. (2010) The effects of free recall testing on subsequent source memory. Memory 18:4, pages 385-393.
Read now
Read now
Articles from other publishers (58)
Lingwei Wang & Jiongjiong Yang. (2023) The influence of repeated study and repeated testing on the testing effect and the transfer effect over time. Memory & Cognition.
Crossref
Crossref
Scott H. Fraundorf, Zachary A. Caddick, Timothy J. Nokes-Malach & Benjamin M. Rottman. (2023) Cognitive perspectives on maintaining physicians’ medical expertise: IV. Best practices and open questions in using testing to enhance learning and retention. Cognitive Research: Principles and Implications 8:1.
Crossref
Crossref
Jessica R. Collier, Raunak M. Pillai & Lisa K. Fazio. (2023) Multiple-choice quizzes improve memory for misinformation debunks, but do not reduce belief in misinformation. Cognitive Research: Principles and Implications 8:1.
Crossref
Crossref
Rachel O'Donnell & Jason C. K. Chan. (2023) Does blatantly contradictory information reduce the misinformation effect? A Registered Report replication of Loftus (1979). Legal and Criminological Psychology.
Crossref
Crossref
Sarah Brown‐Schmidt, Christopher B. Jaeger, Melissa J. Evans & Aaron S. Benjamin. (2023) MEMCONS: How Contemporaneous Note‐Taking Shapes Memory for Conversation. Cognitive Science 47:4.
Crossref
Crossref
Muxin Zhang, Jason Morphew & Tim Stelzer. (2023) Impact of more realistic and earlier practice exams on student metacognition, study behaviors, and exam performance. Physical Review Physics Education Research 19:1.
Crossref
Crossref
Janka Szeibert, Anna Muzsnay, Csaba Szabó & Csilla Gyöngyvér Bereczky-Zámbó. (2022) A Case Study of Using Test-Enhanced Learning as a Formative Assessment in High School Mathematics. International Journal of Science and Mathematics Education 21:2, pages 623-643.
Crossref
Crossref
Karim Rivera-Lares, Robert Logie, Alan Baddeley & Sergio Della Sala. (2022) Rate of forgetting is independent of initial degree of learning. Memory & Cognition 50:8, pages 1706-1718.
Crossref
Crossref
Henry L. RoedigerIIIIII & Magdalena Abel. (2022) The double-edged sword of memory retrieval. Nature Reviews Psychology 1:12, pages 708-720.
Crossref
Crossref
Dana Opre, Camelia Șerban, Andreea Veșcan & Romiță Iucu. (2022) Supporting students’ active learning with a computer based tool. Active Learning in Higher Education, pages 146978742211004.
Crossref
Crossref
Jade S. Pickering, Lisa M. Henderson & Aidan J. Horner. (2021) Retrieval practice transfer effects for multielement event triplets. Royal Society Open Science 8:11.
Crossref
Crossref
Yuhwa Han. (2021) The Effect of Pre-test on Understanding of Jury Instruction: Comparison of Response Change Pattern. The Korean Journal of Psychology: General 40:1, pages 1-32.
Crossref
Crossref
Kathleen B. McDermott. (2021) Practicing Retrieval Facilitates Learning. Annual Review of Psychology 72:1, pages 609-633.
Crossref
Crossref
简绿 杨. (2021) A Review of Retrieval Practice and Applications. Advances in Psychology 11:03, pages 657-664.
Crossref
Crossref
Tino Endres, Lena Kranzdorf, Vivien Schneider & Alexander Renkl. (2020) It matters how to recall – task differences in retrieval practice. Instructional Science 48:6, pages 699-728.
Crossref
Crossref
Jessica Siler & Aaron S. Benjamin. (2019) Long-term inference and memory following retrieval practice. Memory & Cognition 48:4, pages 645-654.
Crossref
Crossref
Jason W. Morphew, Mariana Silva, Geoffrey Herman & Matthew West. (2019) Frequent mastery testing with second‐chance exams leads to enhanced student learning in undergraduate engineering. Applied Cognitive Psychology 34:1, pages 168-181.
Crossref
Crossref
Henry Otgaar, Jason C. K. Chan, Bruna Calado & David La Rooy. (2018) Immediate interviewing increases children's suggestibility in the short term, but not in the long term. Legal and Criminological Psychology 24:1, pages 24-40.
Crossref
Crossref
Monica Ricci, Toh Wong, Armin Nikpour & Laurie A. Miller. (2019) Testing the effectiveness of cognitive interventions in alleviating accelerated long term forgetting (ALF). Cortex 110, pages 37-46.
Crossref
Crossref
MeganClaire Cogliano, CarolAnne M. Kardash & Matthew L. Bernacki. (2019) The effects of retrieval practice and prior topic knowledge on test performance and confidence judgments. Contemporary Educational Psychology 56, pages 117-129.
Crossref
Crossref
Melisa Akan, Sarah E. Stanley & Aaron S. Benjamin. (2018) Testing enhances memory for context. Journal of Memory and Language 103, pages 19-27.
Crossref
Crossref
Tanya R. JonkerHalle Dimsdale-ZuckerMaureen RitcheyAlex Clarke & Charan Ranganath. (2018) Neural reactivation in parietal cortex enhances memory for episodically linked information. Proceedings of the National Academy of Sciences 115:43, pages 11084-11089.
Crossref
Crossref
Jason C.K. Chan, Krista D. Manley, Sara D. Davis & Karl K. Szpunar. (2018) Testing potentiates new learning across a retention interval and a lag: A strategy change perspective. Journal of Memory and Language 102, pages 83-96.
Crossref
Crossref
Julia Schuchard & Erica L. Middleton. (2018) The Roles of Retrieval Practice Versus Errorless Learning in Strengthening Lexical Access in Aphasia. Journal of Speech, Language, and Hearing Research 61:7, pages 1700-1717.
Crossref
Crossref
Ivan Mangiulli, Kim van Oorsouw, Antonietta Curci, Harald Merckelbach & Marko Jelicic. (2018) Feigning Amnesia Moderately Impairs Memory for a Mock Crime Video. Frontiers in Psychology 9.
Crossref
Crossref
Terence Nip, Elsa L. Gunter, Geoffrey L. Herman, Jason W. Morphew & Matthew West. (2018) Using a Computer-based Testing Facility to Improve Student Learning in a Programming Languages and Compilers Course. Using a Computer-based Testing Facility to Improve Student Learning in a Programming Languages and Compilers Course.
Julia S. Soares & Benjamin C. Storm. (2017) Explanation can cause Forgetting: Memory Dynamics in the Generation of New Arguments. Psychonomic Bulletin & Review 24:5, pages 1426-1435.
Crossref
Crossref
Juliane Schwieren, Jonathan Barenberg & Stephan Dutke. (2017) The Testing Effect in the Psychology Classroom: A Meta-Analytic Perspective. Psychology Learning & Teaching 16:2, pages 179-196.
Crossref
Crossref
Olusola O. Adesope, Dominic A. Trevisan & Narayankripa Sundararajan. (2017) Rethinking the Use of Tests: A Meta-Analysis of Practice Testing. Review of Educational Research 87:3, pages 659-701.
Crossref
Crossref
W. Robert BatsellJr.Jr., Jennifer L. Perry, Elizabeth Hanley & Autumn B. Hostetter. (2016) Ecological Validity of the Testing Effect. Teaching of Psychology 44:1, pages 18-23.
Crossref
Crossref
Jeffrey D. Karpicke. 2017. Learning and Memory: A Comprehensive Reference. Learning and Memory: A Comprehensive Reference
487
514
.
Yu-Ta Chien, Yueh-Hsia Chang & Chun-Yen Chang. (2016) Do we click in the right way? A meta-analytic review of clicker-integrated instruction. Educational Research Review 17, pages 1-18.
Crossref
Crossref
Steven C. Pan, Carol M. Wong, Zachary E. Potter, Jonathan Mejia & Timothy C. Rickard. (2015) Does test-enhanced learning transfer for triple associates?. Memory & Cognition 44:1, pages 24-36.
Crossref
Crossref
Aaron S. Benjamin & Hal Pashler. (2015) The Value of Standardized Testing. Policy Insights from the Behavioral and Brain Sciences 2:1, pages 13-23.
Crossref
Crossref
Jeffrey D. Karpicke & William R. Aue. (2015) The Testing Effect Is Alive and Well with Complex Materials. Educational Psychology Review 27:2, pages 317-326.
Crossref
Crossref
Meghan M. McConnell, Christina St-Onge & Meredith E. Young. (2014) The benefits of testing for learning on later performance. Advances in Health Sciences Education 20:2, pages 305-320.
Crossref
Crossref
Leonieke N. Palmen, Marc A.T.M. Vorstenbosch, Esther Tanck & Jan G.M. Kooloos. (2015) What is more effective: a daily or a weekly formative test?. Perspectives on Medical Education 4:2, pages 73-78.
Crossref
Crossref
Christopher A. Rowland & Edward L. DeLosh. (2014) Benefits of testing for nontested information: Retrieval-induced facilitation of episodically bound material. Psychonomic Bulletin & Review 21:6, pages 1516-1523.
Crossref
Crossref
Christopher A. Rowland, Lauren E. Bates & Edward L. DeLosh. (2014) On the reliability of retrieval-induced forgetting. Frontiers in Psychology 5.
Crossref
Crossref
Henry Otgaar, Mark L. Howe, Amina Memon & Jianqin Wang. (2014) The Development of Differential Mnemonic Effects of False Denials and Forced Confabulations. Behavioral Sciences & the Law 32:6, pages 718-731.
Crossref
Crossref
Nicholas C. Soderstrom & Robert A. Bjork. (2014) Testing facilitates the regulation of subsequent study time. Journal of Memory and Language 73, pages 99-115.
Crossref
Crossref
Kelly McWilliams, Gail S. Goodman, Kristen E. Lyons, Jeremy Newton & Elizabeth Avila-Mora. (2013) Memory for child sexual abuse information: Simulated memory error and individual differences. Memory & Cognition 42:1, pages 151-163.
Crossref
Crossref
Katherine A. Rawson, John Dunlosky & Sharon M. Sciartelli. (2013) The Power of Successive Relearning: Improving Performance on Course Exams and Long-Term Retention. Educational Psychology Review 25:4, pages 523-548.
Crossref
Crossref
Alisa G. Brink. (2013) The Impact of Pre- and Post-Lecture Quizzes on Performance in Intermediate Accounting II. Issues in Accounting Education 28:3, pages 461-485.
Crossref
Crossref
Jennifer H. Coane. (2013) Retrieval practice and elaborative encoding benefit memory in younger and older adults.. Journal of Applied Research in Memory and Cognition 2:2, pages 95-100.
Crossref
Crossref
John Dunlosky, Katherine A. Rawson, Elizabeth J. Marsh, Mitchell J. Nathan & Daniel T. Willingham. (2013) Improving Students’ Learning With Effective Learning Techniques. Psychological Science in the Public Interest 14:1, pages 4-58.
Crossref
Crossref
Shana K. Carpenter. (2012) Testing Enhances the Transfer of Learning. Current Directions in Psychological Science 21:5, pages 279-283.
Crossref
Crossref
Katherine A. Rawson & John Dunlosky. (2012) When Is Practice Testing Most Effective for Improving the Durability and Efficiency of Student Learning?. Educational Psychology Review 24:3, pages 419-435.
Crossref
Crossref
Shana K. Carpenter & Jonathan W. Kelly. (2012) Tests enhance retention and transfer of spatial learning. Psychonomic Bulletin & Review 19:3, pages 443-448.
Crossref
Crossref
Justin B. Knight, B. Hunter Ball, Gene A. Brewer, Michael R. DeWitt & Richard L. Marsh. (2012) Testing unsuccessfully: A specification of the underlying mechanisms supporting its influence on retention. Journal of Memory and Language 66:4, pages 731-746.
Crossref
Crossref
Charles B. Stone, Alin Coman, Adam D. Brown, Jonathan Koppel & William Hirst. (2012) Toward a Science of Silence. Perspectives on Psychological Science 7:1, pages 39-53.
Crossref
Crossref
Michael C. Anderson & Ean Huddleston. 2012. True and False Recovered Memories. True and False Recovered Memories
53
120
.
Jessye Brick & Mark A. McDaniel. 2012. Encyclopedia of the Sciences of Learning. Encyclopedia of the Sciences of Learning
3304
3307
.
Kathryn T. Wissman, Katherine A. Rawson & Mary A. Pyc. (2011) The interim test effect: Testing prior material can facilitate the learning of new material. Psychonomic Bulletin & Review 18:6, pages 1140-1147.
Crossref
Crossref
Jooyong Park & Je Sung Bae. (2011) The importance of re-learning after retrieval induction in a paired-associate task. Korean Journal of Cognitive and Biological Psychology 23:4, pages 565-581.
Crossref
Crossref
Henry L. RoedigerIIIIII & Andrew C. Butler. (2011) The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences 15:1, pages 20-27.
Crossref
Crossref
Henry L. Roediger III, Adam L. Putnam & Megan A. Smith. 2011.
1
36
.
Amy Hoyt, John A. McNulty, Gregory Gruener, Arcot Chandrasekhar, Baltazar Espiritu, David Ensminger, Ron PriceJr.Jr. & Ross Naheedy. (2010) An audience response system may influence student performance on anatomy examination questions. Anatomical Sciences Education 3:6, pages 295-299.
Crossref
Crossref