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Cited by 225Memory Processes and InfluencesVisual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Retrieval-Based Learning: A Decade of Progress

Karpicke, Jeffrey D.·2017·Learning and Memory: A Comprehensive Reference
DOI 10.1016/b978-0-12-809324-5.21055-9
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Crossref · 10.1016/b978-0-12-809324-5.21055-9

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215 of 215 references verified0 citation errors · 0 not checkable

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Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • The benefits of retrieval practice are thought to occur via an episodic context account.

    “The benefits of retrieval practice are thought to occur via an episodic context account.”

    From Does Retrieval Practice Protect Memory Against Stress? A Meta-Analysis (2025) · cites this paper as Karpicke, 2017

  • Under the episodic context account, contextual cues become bound to memory traces and are reinstated each time an item is retrieved, thereby strengthening the memory traces learned with each retrieval.

    “Under the episodic context account, contextual cues become bound to memory traces and are reinstated each time an item is retrieved from memory, thereby strengthening the memory traces learned with each retrieval (Karpicke et al., 2014; Karpicke, 2017).”

    From Does Retrieval Practice Protect Memory Against Stress? A Meta-Analysis (2025) · cites this paper as Karpicke, 2017

  • The context-dependent explanation of retrieval practice holds that repeated binding of contextual cues to the memory trace strengthens memory and makes it easier to access, thereby potentially making it less vulnerable to stress.

    “This also aligns with the context-dependent explanation of retrieval practice, where the repeated binding of contextual cues to the memory trace strengthens the memory and makes it easier to access, thereby potentially making it less vulnerable to the detrimental effects of stress (Karpicke et al., 2014; Karpicke, 2017).”

    From Does Retrieval Practice Protect Memory Against Stress? A Meta-Analysis (2025) · cites this paper as Karpicke, 2017

  • The benefit of initial tests without feedback can only be seen when the learner is reasonably successful on the initial test.

    “Karpicke (2017; see also Karpicke et al. 2014b), who suggests that the benefit of initial tests (without feedback) can only be seen when the learner is reasonably successful on the initial test.”

    From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Karpicke 2017

  • The confound in number of exposures masks the advantage that is present for the items that are successfully retrieved.

    “As a result, the confound in number of exposures masks the advantage that is present for the items that are successfully retrieved (see also Karpicke 2017).”

    From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Karpicke 2017

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Authors
Karpicke, J. D.
Affiliations
Purdue University West Lafayette (US)
Corresponding author
Karpicke, Jeffrey D.
ORCID
Karpicke, Jeffrey D.
Venue
Learning and Memory: A Comprehensive Reference
Publisher
Elsevier
Published
2017
Pages
487-514
DOI
10.1016/b978-0-12-809324-5.21055-9
OpenAlex
W2604785529
Cited by
223
References
219
Citations by year
2026: 13 · 2025: 33 · 2024: 29 · 2023: 29 · 2022: 26 · 2021: 29 · 2020: 26 · 2019: 22 · 2018: 11 · 2017: 5
FWCI
49.72
Type
book chapter
Language
en
Open access
closed
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • Elsevier eBooks (publishedVersion)
  • Grantee Submission
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords
retrieval practice, educational psychology, learning outcomes, transfer of learning

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