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Does Interleaved Practice Enhance Foreign Language Learning? The Effects of Training Schedule on Spanish Verb Conjugation Skills

Journal of educational psychology, 2019-10, Vol.111 (7), p.1172-1188

2019

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Interleaved practice enhances memory and problem-solving ability in undergraduate physics

NPJ science of learning, 2021-11, Vol.6 (1), p.32-32, Article 32

2021

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Transfer of Test-Enhanced Learning: Meta-Analytic Review and Synthesis

Psychological bulletin, 2018-07, Vol.144 (7), p.710-756

2018

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User-Generated Digital Flashcards Yield Better Learning Than Premade Flashcards

Journal of applied research in memory and cognition, 2023-12, Vol.12 (4), p.574-588

2023

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Sleep and Motor Learning: Is There Room for Consolidation?

Psychological bulletin, 2015-07, Vol.141 (4), p.812-834

2015

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Pretesting Versus Posttesting: Comparing the Pedagogical Benefits of Errorful Generation and Retrieval Practice

Journal of experimental psychology. Applied, 2021-06, Vol.27 (2), p.237-257

2021

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A dual memory theory of the testing effect

Psychonomic bulletin & review, 2018-06, Vol.25 (3), p.847-869

2018

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Metacognitive awareness of the pretesting effect improves with self-regulation support

Memory & cognition, 2023-08, Vol.51 (6), p.1461-1480

2023

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Prequestioning and Pretesting Effects: a Review of Empirical Research, Theoretical Perspectives, and Implications for Educational Practice

Educational psychology review, 2023-12, Vol.35 (4), p.97, Article 97

2023

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Emerging and Future Directions in Test-Enhanced Learning Research

Educational psychology review, 2024-03, Vol.36 (1), p.20

2024

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Correction to: Emerging and Future Directions in Test‑Enhanced Learning Research

Educational psychology review, 2024-03, Vol.36 (1), p.32

2024

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Severe Publication Bias Contributes to Illusory Sleep Consolidation in the Motor Sequence Learning Literature

Journal of experimental psychology. Learning, memory, and cognition, 2022-12, Vol.48 (12), p.1787-1796

2022

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How do college students use digital flashcards during self-regulated learning?

Memory (Hove), 2022-09, Vol.30 (8), p.923-941

2022

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Does Spelling Still Matter—and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research

Educational psychology review, 2021-12, Vol.33 (4), p.1523-1552

2021

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Test-enhanced learning for pairs and triplets: When and why does transfer occur?

Memory & cognition, 2020-10, Vol.48 (7), p.1146-1160

2020

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Time for Considering the Possibility That Sleep Plays No Unique Role in Motor Memory Consolidation: Reply to Adi-Japha and Karni (2016)

Psychological bulletin, 2017-04, Vol.143 (4), p.454-458

2017

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Learning from errors: students' and instructors' practices, attitudes, and beliefs

Memory (Hove), 2020-10, Vol.28 (9), p.1105-1122

2020

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Prior episodic learning and the efficacy of retrieval practice

Memory & cognition, 2022-05, Vol.50 (4), p.722-735

2022

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Conditions of highly specific learning through cued recall

Psychonomic bulletin & review, 2019-04, Vol.26 (2), p.634-640

2019

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Testing With Feedback Yields Potent, but Piecewise, Learning of History and Biology Facts

Journal of educational psychology, 2016-05, Vol.108 (4), p.563-575

2016

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Pretesting Reduces Mind Wandering and Enhances Learning During Online Lectures

Journal of applied research in memory and cognition, 2020-12, Vol.9 (4), p.542-554

2020

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Does Retrieval Practice Enhance Learning and Transfer Relative to Restudy for Term-Definition Facts?

Journal of experimental psychology. Applied, 2017-09, Vol.23 (3), p.278-292

2017

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True-False Testing on Trial: Guilty as Charged or Falsely Accused?

Educational psychology review, 2021-06, Vol.33 (2), p.667-692

2021

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Testing enhances learning across a range of episodic memory abilities

Journal of memory and language, 2015-08, Vol.83, p.53-61

2015

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In search of transfer following cued recall practice: The case of process‐based biology concepts

Applied cognitive psychology, 2019-07, Vol.33 (4), p.629-645

2019

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Does Interleaved Practice Enhance Foreign Language Learning? The Effects of Training Schedule on Spanish Verb Conjugation Skills

Interleaved practice enhances memory and problem-solving ability in undergraduate physics

Transfer of Test-Enhanced Learning: Meta-Analytic Review and Synthesis

User-Generated Digital Flashcards Yield Better Learning Than Premade Flashcards

Sleep and Motor Learning: Is There Room for Consolidation?

Pretesting Versus Posttesting: Comparing the Pedagogical Benefits of Errorful Generation and Retrieval Practice

A dual memory theory of the testing effect

Metacognitive awareness of the pretesting effect improves with self-regulation support

Prequestioning and Pretesting Effects: a Review of Empirical Research, Theoretical Perspectives, and Implications for Educational Practice

Emerging and Future Directions in Test-Enhanced Learning Research

Correction to: Emerging and Future Directions in Test‑Enhanced Learning Research

Severe Publication Bias Contributes to Illusory Sleep Consolidation in the Motor Sequence Learning Literature

How do college students use digital flashcards during self-regulated learning?

Does Spelling Still Matter—and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research

Test-enhanced learning for pairs and triplets: When and why does transfer occur?

Time for Considering the Possibility That Sleep Plays No Unique Role in Motor Memory Consolidation: Reply to Adi-Japha and Karni (2016)

Learning from errors: students' and instructors' practices, attitudes, and beliefs

Prior episodic learning and the efficacy of retrieval practice

Conditions of highly specific learning through cued recall

Testing With Feedback Yields Potent, but Piecewise, Learning of History and Biology Facts

Pretesting Reduces Mind Wandering and Enhances Learning During Online Lectures

Does Retrieval Practice Enhance Learning and Transfer Relative to Restudy for Term-Definition Facts?

True-False Testing on Trial: Guilty as Charged or Falsely Accused?

Testing enhances learning across a range of episodic memory abilities

In search of transfer following cued recall practice: The case of process‐based biology concepts

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