Happy Together? On the Relationship Between Research on Retrieval Practice and Generative Learning Using the Case of Follow-Up Learning Tasks

Text Generation Benefits Learning: a Meta-Analytic Review

(2023) Julia Schindler et al.   EDUCATIONAL PSYCHOLOGY REVIEW

Making Sense of Generative Learning

(2023) Logan Fiorella   EDUCATIONAL PSYCHOLOGY REVIEW

Expert example but not negative example standards help learners accurately evaluate the quality of self-generated examples

(2023) Linda Froese et al.   Metacognition and Learning

Combining Retrieval Practice with Elaborative Encoding: Complementary or Redundant?

(2023) Mark A. McDaniel   EDUCATIONAL PSYCHOLOGY REVIEW

Are open‐book tests still as effective as closed‐book tests even after a delay of 2 weeks?

(2022) Kristin Wenzel et al.   APPLIED COGNITIVE PSYCHOLOGY

Expert example standards but not idea unit standards help learners accurately evaluate the quality of self-generated examples

(2022) Linda Froese et al.   Metacognition and Learning

Sequence matters! Retrieval practice before generative learning is more effective than the reverse order

(2022) Julian Roelle et al.   LEARNING AND INSTRUCTION

More accurate than assumed: Learners’ metacognitive beliefs about the effectiveness of retrieval practice

(2022) Sophia C. Weissgerber et al.   LEARNING AND INSTRUCTION

It's Better When I See It: Students Benefit More from Open‐Book than Closed‐Book Teaching

(2022) Leonie Sibley et al.   APPLIED COGNITIVE PSYCHOLOGY

Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review.

(2021) Chunliang Yang et al.   PSYCHOLOGICAL BULLETIN

Adaptive Practice Quizzing in a University Lecture: A Pre-Registered Field Experiment

(2021) Svenja Heitmann et al.   Journal of Applied Research in Memory and Cognition

Rapid neural reorganization during retrieval practice predicts subsequent long-term retention and false memory

(2021) Liping Zhuang et al.   Nature Human Behaviour

The benefits of successive relearning on multiple learning outcomes.

(2021) Philip A. Higham et al.   JOURNAL OF EDUCATIONAL PSYCHOLOGY

Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?

(2021) Andreas Lachner et al.   EDUCATIONAL PSYCHOLOGY REVIEW

Zwei auf einen Streich?

(2021) Julian Roelle et al.   Unterrichtswissenschaft

Indirekte Effekte von Abrufübungen – Intuitiv und doch häufig unterschätzt

(2021) Tino Endres et al.   Unterrichtswissenschaft

Comparing and combining retrieval practice and concept mapping.

(2020) Garrett M. O'Day et al.   JOURNAL OF EDUCATIONAL PSYCHOLOGY

Learning by writing explanations: Is explaining to a fictitious student more effective than self-explaining?

(2020) Andreas Lachner et al.   LEARNING AND INSTRUCTION

Transfer of test-enhanced learning: Meta-analytic review and synthesis.

(2018) Steven C. Pan et al.   PSYCHOLOGICAL BULLETIN

The effect of testing versus restudy on retention: A meta-analytic review of the testing effect.

(2014) Christopher A. Rowland   PSYCHOLOGICAL BULLETIN

The importance of constructive comprehension processes in learning from tests

(2013) Scott R. Hinze et al.   JOURNAL OF MEMORY AND LANGUAGE

Self-Regulated Learning: Beliefs, Techniques, and Illusions

(2012) Robert A. Bjork et al.   Annual Review of Psychology

When and why a failed test potentiates the effectiveness of subsequent study.

(2012) Matthew Jensen Hays et al.   JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION

Revisiting the Motivated Strategies for Learning Questionnaire

(2011) Karee E. Dunn et al.   EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT

Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping

(2011) J. D. Karpicke et al.   SCIENCE

Repeated testing produces superior transfer of learning relative to repeated studying.

(2010) Andrew C. Butler   JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION

Mental models and human reasoning

(2010) P. N. Johnson-Laird   PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA

The critical role of retrieval practice in long-term retention

(2010) Henry L. Roediger et al.   TRENDS IN COGNITIVE SCIENCES