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Inez Zung, Megan N. Imundo & Steven C. Pan. (2022) How do college students use digital flashcards during self-regulated learning?. Memory 30:8, pages 923-941.
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Steven C. Pan, Faria Sana, Joshua Samani, James Cooke & Joseph A. Kim. (2020) Learning from errors: students’ and instructors’ practices, attitudes, and beliefs. Memory 28:9, pages 1105-1122.
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Christof Kuhbandner & Kathrin J. Emmerdinger. (2019) Do students really prefer repeated rereading over testing when studying textbooks? A reexamination. Memory 27:7, pages 952-961.
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Greg Conderman. (2019) Notecards: An Effective Study Tool. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 92:3, pages 85-92.
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Rachael N. Blasiman, John Dunlosky & Katherine A. Rawson. (2017) The what, how much, and when of study strategies: comparing intended versus actual study behaviour. Memory 25:6, pages 784-792.
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Christopher N. Wahlheim & K. Andrew DeSoto. (2017) Study preferences for exemplar variability in self-regulated category learning. Memory 25:2, pages 231-243.
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Kathryn T. Wissman & Katherine A. Rawson. (2016) How do students implement collaborative testing in real-world contexts?. Memory 24:2, pages 223-239.
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Kayla Morehead, Matthew G. Rhodes & Sarah DeLozier. (2016) Instructor and student knowledge of study strategies. Memory 24:2, pages 257-271.
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Articles from other publishers (86)
Kyle Castro Mefferd & Matthew L. Bernacki. (2023) Tracing Undergraduate Science Learners’ Digital Cognitive Strategy Use and Relation to Performance. Journal of Science Education and Technology 32:6, pages 837-857.
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Sven Greving, Wolfgang Lenhard & Tobias Richter. (2022) The Testing Effect in University Teaching: Using Multiple-Choice Testing to Promote Retention of Highly Retrievable Information. Teaching of Psychology 50:4, pages 332-341.
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Veronica Cembrani, Anna Serbati & Claudio Mulatti. (2023) Metodo e strategie di studio: cosa sanno gli studenti? Un’indagine all’Università di Trento. Journal of Educational, Cultural and Psychological Studies (ECPS Journal):27.
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George Adrian Muntean, Adrian Groza, Anca Marginean, Radu Razvan Slavescu, Mihnea Gabriel Steiu, Valentin Muntean & Simona Delia Nicoara. (2023) Artificial Intelligence for Personalised Ophthalmology Residency Training. Journal of Clinical Medicine 12:5, pages 1825.
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Sophia C. Weissgerber & Ralf Rummer. (2023) More accurate than assumed: Learners’ metacognitive beliefs about the effectiveness of retrieval practice. Learning and Instruction 83, pages 101679.
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Khoo Shiang Tyng, Halimah Badioze Zaman, Ummul Hanan Mohamad & Azlina Ahmad. (2023) Perceived ease of use on visual learning application for mathematics using holography display for the topic on shape and space. F1000Research 12, pages 636.
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Hailey L. Rinella & Adam L. Putnam. (2022) The study strategies of small liberal arts college students before and after COVID-19. PLOS ONE 17:12, pages e0278666.
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Sabrina Badali, Katherine A. Rawson & John Dunlosky. (2022) Do Students Effectively Regulate Their Use of Self-Testing as a Function of Item Difficulty?. Educational Psychology Review 34:3, pages 1651-1677.
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Jonathan Barenberg & Stephan Dutke. (2021) Retrieval Practice Effects in a Psychology Lecture: Illustrating the Relevance of Study Design, Item Difficulty, and Selection of Dependent Measures. Psychology Learning & Teaching 21:2, pages 99-112.
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I Made Astra & Shaladsha Irma Halimah. (2022) The Development E-Learning Assisted by Flashcard to Improve Students Scientific Literacy in High School on the Kinetic Theory of Gases Materials. Journal of Physics: Conference Series 2309:1, pages 012096.
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Jonathan Serfaty & Raquel Serrano. (2022) Lag effects in grammar learning: A desirable difficulties perspective. Applied Psycholinguistics 43:3, pages 513-550.
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Ralf Rummer. (2021) Der Testungseffekt beim Lernen mit Texten. Psychologische Rundschau 72:4, pages 259-272.
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Maria Cervin-Ellqvist, Daniel Larsson, Tom Adawi, Christian Stöhr & Raffaella Negretti. (2020) Metacognitive illusion or self-regulated learning? Assessing engineering students’ learning strategies against the backdrop of recent advances in cognitive science. Higher Education 82:3, pages 477-498.
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Michelle L. Rivers. (2020) Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning. Educational Psychology Review 33:3, pages 823-862.
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Jessica L. Ward & Courtney A. Vengrin. (2021) Comparison of Graphic Organizers Versus Online Flash Cards as Study Aids in an Elective Veterinary Cardiology Course. Journal of Veterinary Medical Education 48:4, pages 451-462.
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Jonathan Barenberg, Timo Berse, Laura Reimann & Stephan Dutke. (2021) Testing and transfer: Retrieval practice effects across test formats in English vocabulary learning in school. Applied Cognitive Psychology 35:3, pages 700-710.
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Cristina D. Zepeda & Timothy J. Nokes-Malach. (2020) Metacognitive study strategies in a college course and their relation to exam performance. Memory & Cognition 49:3, pages 480-497.
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Hannah Hausman, Sarah J. Myers & Matthew G. Rhodes. (2021) Improving Metacognition in the Classroom. Zeitschrift für Psychologie 229:2, pages 89-103.
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Richard I. Markowitz, Janet R. Reid, Thor P. Hee, Jacob Zweig & Jonathan Lilley. (2020) Preserving the value of legacy film-based teaching files in pediatric radiology. Pediatric Radiology 51:1, pages 40-44.
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Mirjam Ebersbach & Katharina Barzagar Nazari. (2020) Implementing distributed practice in statistics courses: Benefits for retention and transfer.. Journal of Applied Research in Memory and Cognition 9:4, pages 532-541.
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Felicitas Biwer, Anique B. H. de Bruin, Sanne Schreurs & Mirjam G. A. oude Egbrink. (2020) Future steps in teaching desirably difficult learning strategies: Reflections from the study smart program.. Journal of Applied Research in Memory and Cognition 9:4, pages 439-446.
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Doug Rohrer & Marissa K. Hartwig. (2020) Unanswered questions about spaced interleaved mathematics practice.. Journal of Applied Research in Memory and Cognition 9:4, pages 433-438.
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Scott A. Simpson & Tessa S. Cook. (2020) Artificial Intelligence and the Trainee Experience in Radiology. Journal of the American College of Radiology 17:11, pages 1388-1393.
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Christian Andrä, Brian Mathias, Anika Schwager, Manuela Macedonia & Katharina von Kriegstein. (2020) Learning Foreign Language Vocabulary with Gestures and Pictures Enhances Vocabulary Memory for Several Months Post-Learning in Eight-Year-Old School Children. Educational Psychology Review 32:3, pages 815-850.
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Nazlee Sharmin & Ava K. Chow. (2020) Augmented Reality Application to Develop a Learning Tool for Students: Transforming Cellphones into Flashcards. Healthcare Informatics Research 26:3, pages 238-242.
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Michelle L. Rivers, John Dunlosky & Adam M. Persky. (2020) Measuring Metacognitive Knowledge, Monitoring, and Control in the Pharmacy Classroom and Experiential Settings. American Journal of Pharmaceutical Education 84:5, pages 7730.
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Mirjam Ebersbach, Maike Feierabend & Katharina Barzagar B. Nazari. (2020) Comparing the effects of generating questions, testing, and restudying on students' long‐term recall in university learning. Applied Cognitive Psychology 34:3, pages 724-736.
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Ido Davidesco & Catherine Milne. (2019) Implementing Cognitive Science and Discipline-Based Education Research in the Undergraduate Science Classroom. CBE—Life Sciences Education 18:3, pages es4.
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Kara Sage, Briana Krebs & Rachel Grove. (2017) Flip, Slide, or Swipe? Learning Outcomes from Paper, Computer, and Tablet Flashcards. Technology, Knowledge and Learning 24:3, pages 461-482.
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Kim Josefina Hubertina Dirkx, Gino Camp, Liesbeth Kester & Paul Arthur Kirschner. (2019) Do secondary school students make use of effective study strategies when they study on their own?. Applied Cognitive Psychology 33:5, pages 952-957.
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Regan A.R. Gurung & Kathleen Burns. (2019) Putting evidence‐based claims to the test: A multi‐site classroom study of retrieval practice and spaced practice. Applied Cognitive Psychology 33:5, pages 732-743.
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Cara E. Morin, Jason M. Hostetter, Jean Jeudy, Wendy G. Kim, Jennifer A. McCabe, Arnold C. Merrow, Alan M. Ropp, Narendra S. Shet, Amreet S. Sidhu & Jane S. Kim. (2019) Spaced radiology: encouraging durable memory using spaced testing in pediatric radiology. Pediatric Radiology 49:8, pages 990-999.
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Jonathan Barenberg, Ute-Regina Roeder & Stephan Dutke. (2018) Students’ Temporal Distributing of Learning Activities in Psychology Courses: Factors of Influence and Effects on the Metacognitive Learning Outcome. Psychology Learning & Teaching 17:3, pages 257-271.
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Kalif E. Vaughn, John Dunlosky & Katherine A. Rawson. (2016) Effects of successive relearning on recall: Does relearning override the effects of initial learning criterion?. Memory & Cognition 44:6, pages 897-909.
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Pooja K. Agarwal, Laura D'Antonio, Henry L. Roediger, Kathleen B. McDermott & Mark A. McDaniel. (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, pages 131-139.
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Kalif E. Vaughn, Katherine A. Rawson & Mary A. Pyc. (2013) Repeated retrieval practice and item difficulty: Does criterion learning eliminate item difficulty effects?. Psychonomic Bulletin & Review 20:6, pages 1239-1245.
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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.
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Jonathan G. Tullis, Jason R. Finley & Aaron S. Benjamin. (2012) Metacognition of the testing effect: Guiding learners to predict the benefits of retrieval. Memory & Cognition 41:3, pages 429-442.
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Robert A. BjorkJohn DunloskyNate Kornell. (2013) Self-Regulated Learning: Beliefs, Techniques, and Illusions. Annual Review of Psychology 64:1, pages 417-444.
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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.
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John Dunlosky & Katherine A. Rawson. (2012) Despite their promise, there's still a lot to learn about techniques that support durable learning.. Journal of Applied Research in Memory and Cognition 1:4, pages 254-256.
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Henry L. Roediger & Mary A. Pyc. (2012) Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice.. Journal of Applied Research in Memory and Cognition 1:4, pages 242-248.
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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.
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