Project Activities
Structured Abstract
Setting
Sample
Research design and methods
Control condition
Key measures
Data analytic strategy
People and institutions involved
IES program contact(s)
Products and publications
Products: The products from this study include a better understanding of the efficacy of the Test-Enhanced Learning program, and published reports.
ERIC Citations: Find available citations in ERIC for this award here.
Book chapter
McDaniel, M. (2012). Put The SPRINT In Knowledge Training: Training With Spacing, Retrieval, and Interleaving. In A.F. Healy, and L.R. Bourne (Eds.), Training Cognition: Optimizing Efficiency, Durability, and Generalizability (pp. 267-286). NY: Psychology Press.
Roediger, H.L., Agarwal, P.K., Kang, S.H.K., and Marsh, E.J. (2010). Benefits of Testing Memory: Best Practices and Boundary Conditions. In G.M. Davies, and D.B. Wright (Eds.), Current Issues in Applied Memory Research (pp. 13-49). Hove, UK: Psychology Press.
Roediger, H.L., and Karpicke, J.D. (2010). Intricacies of Spaced Retrieval: A Resolution. In A.S. Benjamin (Ed.), Successful Remembering and Successful Forgetting: Essays in Honor of Robert A. Bjork (pp. 23-48). New York: Psychology Press.
Roediger, H.L., McDermott, K.B., and McDaniel, M.A. (2011). Using Testing to Improve Learning and Memory. In M.A. Gernsbacher, R. Pew, L. Hough, and J.R. Pomerantz (Eds.), Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society (2nd ed., pp. 65-75). New York: Worth Publishing Company.
Journal article, monograph, or newsletter
Agarwal, P.K., Bain, P.M., and Chamberlain, R.W. (2012). The Value of Applied Research: Retrieval Practice Improves Classroom Learning and Recommendations From a Teacher, a Principal, and a Scientist. Educational Psychology Review, 24(3): 437-448.
Agarwal, P.K., Karpicke, J.D., Kang, S.H.K., Roediger, H.L., and McDermott, K.B. (2008). Examining the Testing Effect With Open- and Closed-Book Test. Applied Cognitive Psychology, 22(7): 861-876.
Butler, A.C., and Roediger, H.L. (2007). Testing Improves Long-Term Retention in a Simulated Classroom Setting. European Journal of Cognitive Psychology, 19(4): 514-527.
Butler, A.C., and Roediger, H.L. (2008). Feedback Enhances the Positive Effects and Reduces the Negative Effects of Multiple-Choice Testing. Memory and Cognition, 36(3): 604-616.
Butler, A.C., Karpicke, J.D., and Roediger, H.L., III (2007). The Effect of Type and Timing of Feedback on Learning From Multiple-Choice Tests. Journal of Experimental Psychology: Applied, 13(4): 273-281.
Butler, A.C., Karpicke, J.D., and Roediger, H.L., III (2008). Correcting a Metacognitive Error: Feedback Increases Retention of Low-Confidence Correct Responses. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(4): 918-928.
Butler, A.C., Zaromb, F.M. Lyle, K.B., and Roediger, H.L. (2009). Using Popular Films to Enhance Classroom Learning: The Good, the Bad, and the Interesting. Psychological Science, 20(9): 1161-1168.
Fazio, L.K., Agarwal, P.K., Marsh, E.J., and Roediger, H.L. (2010). Memorial Consequences of Multiple-Choice Testing on Immediate and Delayed Tests. Memory and Cognition, 38(4): 407-418.
Kang, S., McDermott, K.B., and Roediger, H.L. (2007). Test Format and Corrective Feedback Modulate the Effect of Testing on Memory Retention. Journal of Cognitive Psychology, 19(4): 528-558.
Karpicke, J.D., and Roediger, H.L. (2007). Repeated Retrieval During Learning is the Key to Long-Term Retention. Journal of Memory and Language, 57(2): 151-162.
Karpicke, J.D., and Roediger, H.L. (2007). Expanding Retrieval Practice Promotes Short-Term Retention, but Equally Spaced Retrieval Enhances Long-Term Retention. Journal of Experimental Psychology: Learning, Memory and Cognition, 33(4): 704-719.
Karpicke, J.D., and Roediger, H.L. (2010). Is Expanding Retrieval a Superior Method for Learning Text Materials?. Memory and Cognition, 38(1): 116-124.
Karpicke, J.D., Butler, A.C., and Roediger, H.L. (2009). Metacognitive Strategies in Student Learning: Do Students Practice Retrieval When They Study on Their Own?. Memory, 17(4): 471-479.
Larsen, D.P., Butler, A.C., and Roediger, H.L. (2008). Test-Enhanced Learning in Medical Education. Medical Education, 42: 959-966.
Larsen, D.P., Butler, A.C., and Roediger, H.L. (2009). Repeated Testing Improves Long-Term Retention Relative to Repeated Study: A Randomized Controlled Trial. Medical Education, 43: 1174-1181.
McDaniel, M.A., Agarwal, P.K., Huelser, B.J., McDermott, K.B., and Roediger, H.L. (2011). Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz Frequency and Placement. Journal of Educational Psychology, 103(2): 399-414.
McDaniel, M.A., Anderson, J.L., Derbish, M.H., and Morrisette, N. (2007). Testing the Testing Effect in the Classroom. European Journal of Cognitive Psychology, 19(4): 494-513.
Roediger, H.L. (2008). Relativity of Remembering: Why the Laws of Memory Vanished. Annual Review of Psychology, 59: 225-254.
Roediger, H.L., Agarwal, P., McDaniel, M.A., and McDermott, K.B. (2011). Test-Enhanced Learning in the Classroom: Long-Term Improvements From Quizzing. Journal of Experimental Psychology: Applied, 17(4): 382-395.
Weinstein, Y., and Roediger, H.L. (2010). Retrospective Bias in Test Performance: Providing Easy Items at the Beginning of a Test Makes Students Believe They Did Better on It. Memory and Cognition, 38(3): 366-376.
Weinstein, Y., McDermott, K.B., and Roediger, H.L (2010). A Comparison of Study Strategies for Passages: Rereading, Answering Questions, and Generating Questions. Journal of Experimental Psychology: Applied, 16(3): 308-316.
Zaromb, F.M., and Roediger, H. L. (2010). The Testing Effect in Free Recall is Associated With Enhanced Organizational Processes. Memory and Cognition, 38(8): 995-1008.
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