References
- Anderson, M. C., Bjork, R. A., & Bjork, E. L. (1994). Remembering can cause forgetting: Retrieval dynamics in long-term memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20(5), 1063–1087. doi:https://doi.org/10.1037/0278-7393.20.5.1063
- Anderson, M. C., & Spellman, B. A. (1995). On the status of inhibitory mechanisms in cognition: Memory retrieval as a model case. Psychological Review, 102(1), 68–100. doi:https://doi.org/10.1037/0033-295X.102.1.68
- Arnold, K. M., & McDermott, K. B. (2013). Test-potentiated learning: Distinguishing between direct and indirect effects of tests. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(3), 940–945. doi:https://doi.org/10.1037/a0029199
- Birnbaum, I. M., & Eichner, J. T. (1971). Study versus test trials and long-term retention in free-recall learning. Journal of Verbal Learning and Verbal Behavior, 10, 516–521.
- Bjork, R. A. (1975). Retrieval as a memory modifier: An interpretation of negative recency and related phenomena. In R. L. Solso (Ed.), Information processing and cognition: The Loyola symposium (pp. 123–144). Hillsdale, NJ: Erlbaum.
- Carpenter, S. K. (2009). Cue strength as a moderator of the testing effect: The benefits of free-recall learning. Journal of Verbal Learning and Verbal Behavior, 35, 1563–1569.
- Carpenter, S. K. (2011). Semantic information activated during retrieval contributes to later retention: Support for the mediator effectiveness hypothesis of the testing effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(6), 1547–1552. doi:https://doi.org/10.1037/a0024140
- Carpenter, S. K., & DeLosh, E. L. (2005). Application of the testing and spacing effects to name learning. Applied Cognitive Psychology, 19(5), 619–636. doi:https://doi.org/10.1002/acp.1101
- Carrier, M., & Pashler, H. (1992). The influence of retrieval on retention. Memory and Cognition, 20(6), 633–642. doi:https://doi.org/10.3758/BF03202713
- Chan, J. C. K., & LaPaglia, J. A. (2013). Impairing existing declarative memory in humans by disrupting reconsolidation. Proceedings of the National Academy of Sciences, 110(23), 9309–9313. doi:https://doi.org/10.1073/pnas.1218472110
- Chan, J. C., & McDermott, K. B. (2007). The testing effect in recognition memory: A dual process account. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(2), 431–437. doi:https://doi.org/10.1037/0278-7393.33.2.431
- Congleton, A., & Rajaram, S. (2012). The origin of the interaction between learning method and delay in the testing effect: The roles of processing and conceptual retrieval organization. Memory and Cognition, 40(4), 528–539. doi:https://doi.org/10.3758/s13421-011-0168-y
- Dudai, Y. (2004). Memory from A to Z: Keywords, concepts, and beyond. Oxford: Oxford University Press.
- Forcato, C., Rodríguez, M. L., & Pedreira, M. E. (2011). Repeated labilization- reconsolidation processes strengthen declarative memory in humans. PLOS One., 6(8), e23305. doi:https://doi.org/10.1371/journal.pone.0023305
- Huff, M. J., Coane, J. H., Hutchison, K. A., Grasser, E. B., & Blais, J. E. (2012). Interpolated task effects on direct and mediated false recognition: Effects of initial recall, recognition, and the ironic effect of guessing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38(6), 1720–1730. doi:https://doi.org/10.1037/a0028476
- Klein, S. B., Loftus, J., Kihlstrom, J. F., & Aseron, R. (1989). Effects of item-specific and relational information on hypermnesic recall. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15(6), 1192–1197. doi:https://doi.org/10.1037/0278-7393.15.6.1192
- Lehman, M., & Karpicke, J. D. (2016). Elaborative retrieval: Do semantic mediators improve memory? Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(10), 1573–1591. doi:https://doi.org/10.1037/xlm0000267
- MacLeod, M. D., & Macrae, C. N. (2001). Gone but not forgotten: The transient nature of retrieval-induced forgetting. Psychological Science, 12(2), 148–152. doi:https://doi.org/10.1111/1467-9280.00325
- McDaniel, M. A., Roediger, H. L., & McDermott, K. B. (2007). Generalizing test-enhanced learning from the laboratory to the classroom. Psychonomic Bulletin and Review, 14(2), 200–206. doi:https://doi.org/10.3758/BF03194052
- Mulligan, N. W., & Peterson, D. J. (2015). The negative testing and negative generation effects are eliminated by delay. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41(4), 1014–1025. doi:https://doi.org/10.1037/xlm0000070
- Murayama, K., Miyatsu, T., Buchli, D., & Storm, B. C. (2014). Forgetting as a consequence of retrieval: A meta-analytic review of retrieval-induced forgetting. Psychological Bulletin, 140(5), 1383–1409. doi:https://doi.org/10.1037/a0037505
- Nader, K., Schafe, G. E., & Le Doux, J. E. (2000). Fear memories require protein synthesis in the amygdala for reconsolidation after retrieval. Nature, 406(6797), 722–726. doi:https://doi.org/10.1038/35021052
- Peterson, D. J., & Mulligan, N. W. (2013). The negative testing effect and multifactor account. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(4), 1287–1293. doi:https://doi.org/10.1037/a0031337
- Pyc, M. A., & Rawson, K. A. (2010). Why testing improves memory: Mediator effectiveness hypothesis. Science, 330(6002), 335–335. doi:https://doi.org/10.1126/science.1191465
- Rickard, T. C., & Pan, S. C. (2018). A dual memory theory of the testing effect. Psychonomic Bulletin & Review, 25(3), 847–869. doi:https://doi.org/10.3758/s13423-017-1298-4
- Roediger, H. L., III, & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20–27. doi:https://doi.org/10.1016/j.tics.2010.09.003
- Roediger, H. L., III, & Karpicke, J. D. (2006a). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181–210. doi:https://doi.org/10.1111/j.1745-6916.2006.00012.x
- Roediger, H. L., III, & Karpicke, J. D. (2006b). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. doi:https://doi.org/10.1111/j.1467-9280.2006.01693.x
- Roenker, D. L., Thompson, C. P., & Brown, S. C. (1971). Comparison of measures for the estimation of clustering in free recall. Psychological Bulletin, 76(1), 45–48. doi:https://doi.org/10.1037/h0031355
- Rowland, C. A. (2014). The effect of testing versus restudy on retention: A meta-analytic review of the testing effect. Psychological Bulletin, 140(6), 1432–1463. doi:https://doi.org/10.1037/a0037559
- Rowland, C. A., & DeLosh, E. L. (2015). Mnemonic benefits of retrieval practice at short retention intervals. Memory, 23(3), 403–419. doi:https://doi.org/10.1080/09658211.2014.889710.
- Toppino, T. C., & Cohen, M. S. (2009). The testing effect and the retention interval: Questions and answers. Experimental Psychology, 56(4), 252–257. doi:https://doi.org/10.1027/1618-3169.56.4.252
- van den Broek, G. S., Segers, E., Takashima, A., & Verhoeven, L. (2014). Do testing effects change over time? Insights from immediate and delayed retrieval speed. Memory, 22(7), 803–812. doi:https://doi.org/10.1080/09658211.2013.831455
- Wagner, U., Gais, S., Haider, H., Verleger, R., & Born, J. (2004). Sleep inspires insight. Nature, 427(6972), 352–355. doi:https://doi.org/10.1038/nature02223
- Wheeler, M., Ewers, M., & Buonanno, J. (2003). Different rates of forgetting following study versus test trials. Memory, 11(6), 571–580. doi:https://doi.org/10.1080/09658210244000414
- Wimber, M., Alink, A., Charest, I., Kriegeskorte, N., & Anderson, M. C. (2015). Retrieval induces adaptive forgetting of competing memories via cortical pattern suppression. Nature Neuroscience, 18(4), 582–589. doi:https://doi.org/10.1038/nn.3973.
- Wissman, K. T., & Rawson, K. A. (2018). Test-potentiated learning: Three independent replications, a disconfirmed hypothesis, and an unexpected boundary condition. Memory, 26(4), 406–414. doi:https://doi.org/10.1080/09658211.2017.1350717