Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review.
Over the last century hundreds of studies have demonstrated that testing is an effective
intervention to enhance long-term retention of studied knowledge and facilitate mastery of …
intervention to enhance long-term retention of studied knowledge and facilitate mastery of …
Retrieval potentiates new learning: A theoretical and meta-analytic review.
Abstract [Correction Notice: An Erratum for this article was reported online in Psychological
Bulletin on Oct 5 2020 (see record 2020-74925-001). In the article, the Appendix and …
Bulletin on Oct 5 2020 (see record 2020-74925-001). In the article, the Appendix and …
Regarding class quizzes: A meta-analytic synthesis of studies on the relationship between frequent low-stakes testing and class performance
We present the results of a meta-analytic synthesis of the literature on the association
between the use of frequent low-stakes quizzes in real classes and students' academic …
between the use of frequent low-stakes quizzes in real classes and students' academic …
Semantic and phonological false memory: A review of theory and data
M Chang, CJ Brainerd - Journal of Memory and Language, 2021 - Elsevier
False memories typically share semantic or surface features with actual experiences,
sometimes both. However, it is unclear whether false memories that are rooted in semantic …
sometimes both. However, it is unclear whether false memories that are rooted in semantic …
The double-edged sword of memory retrieval
HL Roediger III, M Abel - Nature Reviews Psychology, 2022 - nature.com
Accurately retrieving information from memory boosts later retrieval. However, retrieving
memories can also open a window to errors when erroneous information is retrieved or …
memories can also open a window to errors when erroneous information is retrieved or …
[HTML][HTML] Share the code, not just the data: A case study of the reproducibility of articles published in the Journal of Memory and Language under the open data policy
Abstract In 2019 the Journal of Memory and Language instituted an open data and code
policy; this policy requires that, as a rule, code and data be released at the latest upon …
policy; this policy requires that, as a rule, code and data be released at the latest upon …
Testing potential mechanisms underlying test-potentiated new learning.
An emerging body of studies demonstrates that practicing retrieval of studied information, by
comparison with restudying or no treatment, can facilitate subsequent learning and retrieval …
comparison with restudying or no treatment, can facilitate subsequent learning and retrieval …
Effortful tests and repeated metacognitive judgments enhance future learning
Prior testing can facilitate subsequent learning, a phenomenon termed the forward testing
effect (FTE). We examined a metacognitive account of this effect, which proposes that the …
effect (FTE). We examined a metacognitive account of this effect, which proposes that the …
Memory for inter-item relations is reactively disrupted by metamemory judgments
Item memory (eg, recall or recognition of specific items) can reactively change when
metacognitively monitored via judgments of learning (JOLs). The current research explores …
metacognitively monitored via judgments of learning (JOLs). The current research explores …
Buildup and release from proactive interference–Cognitive and neural mechanisms
Interference from related memories is generally considered one of the major causes of
forgetting in human memory. The most prevalent form of interference may be proactive …
forgetting in human memory. The most prevalent form of interference may be proactive …