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How do Students Regulate Their Use of Multiple Choice Practice Tests?
- Published in:
- Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09761-1
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- Publication type:
- Article
Do Students Effectively Regulate Their Use of Self-Testing as a Function of Item Difficulty?
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- Educational Psychology Review, 2022, v. 34, n. 3, p. 1651, doi. 10.1007/s10648-022-09665-6
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- Publication type:
- Article
Effects of Elaborations Included in Textbooks: Large Time Cost, Reduced Attention, and Lower Memory for Main Ideas.
- Published in:
- Educational Psychology Review, 2021, v. 33, n. 3, p. 1165, doi. 10.1007/s10648-020-09553-x
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- Publication type:
- Article
The Role of Effort in Understanding Educational Achievement: Objective Effort as an Explanatory Construct Versus Effort as a Student Perception.
- Published in:
- Educational Psychology Review, 2020, v. 32, n. 4, p. 1163, doi. 10.1007/s10648-020-09577-3
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- Publication type:
- Article
All Good Things Must Come to an End: a Potential Boundary Condition on the Potency of Successive Relearning.
- Published in:
- Educational Psychology Review, 2020, v. 32, n. 3, p. 851, doi. 10.1007/s10648-020-09528-y
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- Publication type:
- Article
How Much Mightier Is the Pen than the Keyboard for Note-Taking? A Replication and Extension of Mueller and Oppenheimer (2014).
- Published in:
- Educational Psychology Review, 2019, v. 31, n. 3, p. 753, doi. 10.1007/s10648-019-09468-2
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- Publication type:
- Article
Elaborations in Expository Text Impose a Substantial Time Cost but Do Not Enhance Learning.
- Published in:
- Educational Psychology Review, 2019, v. 31, n. 1, p. 197, doi. 10.1007/s10648-018-9451-9
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- Publication type:
- Article
Are Provided Examples or Faded Examples More Effective for Declarative Concept Learning?
- Published in:
- Educational Psychology Review, 2018, v. 30, n. 3, p. 1167, doi. 10.1007/s10648-018-9433-y
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- Publication type:
- Article
Which Technique is most Effective for Learning Declarative Concepts—Provided Examples, Generated Examples, or Both?
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- Educational Psychology Review, 2018, v. 30, n. 1, p. 275, doi. 10.1007/s10648-016-9396-9
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- Publication type:
- Article
How Effective is Example Generation for Learning Declarative Concepts?
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- Educational Psychology Review, 2016, v. 28, n. 3, p. 649, doi. 10.1007/s10648-016-9377-z
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- Publication type:
- Article
The Power of Examples: Illustrative Examples Enhance Conceptual Learning of Declarative Concepts.
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- Educational Psychology Review, 2015, v. 27, n. 3, p. 483, doi. 10.1007/s10648-014-9273-3
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- Publication type:
- Article
The Status of the Testing Effect for Complex Materials: Still a Winner.
- Published in:
- Educational Psychology Review, 2015, v. 27, n. 2, p. 327, doi. 10.1007/s10648-015-9308-4
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- Publication type:
- Article
The Power of Successive Relearning: Improving Performance on Course Exams and Long-Term Retention.
- Published in:
- Educational Psychology Review, 2013, v. 25, n. 4, p. 523, doi. 10.1007/s10648-013-9240-4
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- Publication type:
- Article
When Is Practice Testing Most Effective for Improving the Durability and Efficiency of Student Learning?
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- Educational Psychology Review, 2012, v. 24, n. 3, p. 419, doi. 10.1007/s10648-012-9203-1
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- Publication type:
- Article
Successive relearning improves performance on a high‐stakes exam in a difficult biopsychology course.
- Published in:
- Applied Cognitive Psychology, 2020, v. 34, n. 5, p. 1118, doi. 10.1002/acp.3699
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- Publication type:
- Article
Costs and benefits of dropout schedules of test-restudy practice: Implications for student learning.
- Published in:
- Applied Cognitive Psychology, 2011, v. 25, n. 1, p. 87, doi. 10.1002/acp.1646
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- Publication type:
- Article
General knowledge norms: Updated and expanded from the Nelson and Narens (1980) norms.
- Published in:
- Behavior Research Methods, 2013, v. 45, n. 4, p. 1115, doi. 10.3758/s13428-012-0307-9
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- Publication type:
- Article
Erratum to: Content-embedded tasks beat complex span for predicting comprehension.
- Published in:
- 2013
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- Publication type:
- Correction notice
Content-embedded tasks beat complex span for predicting comprehension.
- Published in:
- Behavior Research Methods, 2011, v. 43, n. 4, p. 910, doi. 10.3758/s13428-011-0112-x
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- Publication type:
- Article
Normative multitrial recall performance, metacognitive judgments, and retrieval latencies for Lithuanian-English paired associates.
- Published in:
- Behavior Research Methods, 2010, v. 42, n. 3, p. 634, doi. 10.3758/BRM.42.3.634
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- Publication type:
- Article
How do we process novel conceptual combinations in context?
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- Quarterly Journal of Experimental Psychology, 2011, v. 64, n. 4, p. 807, doi. 10.1080/17470218.2010.520414
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- Publication type:
- Article
Improving college students' evaluation of text learning using idea-unit standards.
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- Quarterly Journal of Experimental Psychology, 2011, v. 64, n. 3, p. 467, doi. 10.1080/17470218.2010.502239
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- Publication type:
- Article
Health literacy predicts cardiac knowledge gains in cardiac rehabilitation participants.
- Published in:
- Health Education Journal, 2015, v. 74, n. 1, p. 96, doi. 10.1177/0017896914522029
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- Publication type:
- Article
Repeated retrieval practice and item difficulty: Does criterion learning eliminate item difficulty effects?
- Published in:
- Psychonomic Bulletin & Review, 2013, v. 20, n. 6, p. 1239, doi. 10.3758/s13423-013-0434-z
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- Publication type:
- Article
Self-regulated learning of a natural category: Do people interleave or block exemplars during study?
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- Psychonomic Bulletin & Review, 2013, v. 20, n. 2, p. 356, doi. 10.3758/s13423-012-0319-6
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- Publication type:
- Article
When is guessing incorrectly better than studying for enhancing memory?
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- Psychonomic Bulletin & Review, 2012, v. 19, n. 5, p. 899, doi. 10.3758/s13423-012-0276-0
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- Publication type:
- Article
The interim test effect: Testing prior material can facilitate the learning of new material.
- Published in:
- Psychonomic Bulletin & Review, 2011, v. 18, n. 6, p. 1140, doi. 10.3758/s13423-011-0140-7
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- Publication type:
- Article
Why does interleaving improve math learning? The contributions of discriminative contrast and distributed practice.
- Published in:
- Memory & Cognition, 2019, v. 47, n. 6, p. 1088, doi. 10.3758/s13421-019-00918-4
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- Publication type:
- Article
Collaborative testing for key-term definitions under representative conditions: Efficiency costs and no learning benefits.
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- Memory & Cognition, 2018, v. 46, n. 1, p. 148, doi. 10.3758/s13421-017-0752-x
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- Publication type:
- Article
Effects of successive relearning on recall: Does relearning override the effects of initial learning criterion?
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- Memory & Cognition, 2016, v. 44, n. 6, p. 897, doi. 10.3758/s13421-016-0606-y
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- Publication type:
- Article
Does the benefit of testing depend on lag, and if so, why? Evaluating the elaborative retrieval hypothesis.
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- Memory & Cognition, 2015, v. 43, n. 4, p. 619, doi. 10.3758/s13421-014-0477-z
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- Publication type:
- Article
Metacognitive monitoring during criterion learning: When and why are judgments accurate?
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- Memory & Cognition, 2014, v. 42, n. 6, p. 886, doi. 10.3758/s13421-014-0403-4
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- Publication type:
- Article
Are judgments of learning made after correct responses during retrieval practice sensitive to lag and criterion level effects?
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- Memory & Cognition, 2012, v. 40, n. 6, p. 976, doi. 10.3758/s13421-012-0200-x
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- Publication type:
- Article
Examining the efficiency of schedules of distributed retrieval practice.
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- Memory & Cognition, 2007, v. 35, n. 8, p. 1917, doi. 10.3758/BF03192925
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- Publication type:
- Article
How does background information improve memory for text content?
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- Memory & Cognition, 2002, v. 30, n. 5, p. 768, doi. 10.3758/BF03196432
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- Publication type:
- Article
The rereading effect: Metacomprehension accuracy improves across reading trials.
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- Memory & Cognition, 2000, v. 28, n. 6, p. 1004, doi. 10.3758/BF03209348
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- Publication type:
- Article
The METER: a brief, self-administered measure of health literacy.
- Published in:
- 2010
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- Publication type:
- journal article
Towards a Theory of Learning for Naming Rehabilitation: Retrieval Practice and Spacing Effects.
- Published in:
- Journal of Speech, Language & Hearing Research, 2016, v. 59, n. 5, p. 1111, doi. 10.1044/2016_JSLHR-L-15-0303
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- Publication type:
- Article
Do complex span and content-embedded working memory tasks predict unique variance in inductive reasoning?
- Published in:
- Behavior Research Methods, 2019, v. 51, n. 6, p. 2546, doi. 10.3758/s13428-018-1104-x
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- Publication type:
- Article