The DOI matches its Crossref record; 215 of the 219 references it cites were found in a registry or an index.
Retrieval-Based Learning: A Decade of Progress
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
Citations
Cites
Items 201–215 of 215
The benefits and costs of repeated memory tests for young and older adults.
Henkel, L. A. (2007) · Psychology and Aging · doi:10.1037/0882-7974.22.3.580 · Cited by 25
Comparing the Effects of Testing and Restudying on Recollection in Recognition Memory
Verkoeijen, P. P. J. L., Tabbers, H. K., & Verhage, M. L. (2011) · Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) · doi:10.1027/1618-3169/a000117 · Cited by 25
A Short-Term Testing Effect in Cross-Language Recognition
Verkoeijen, P. P. J. L., Bouwmeester, S., & Camp, G. (2012) · Psychological Science · doi:10.1177/0956797611435132 · Cited by 25
The Effect of Testing on the Retention of Coherent and Incoherent Text Material
de Jonge, M., Tabbers, H. K., & Rikers, R. M. J. P. (2015) · Educational Psychology Review · doi:10.1007/s10648-015-9300-z · Cited by 23
Learning in a new computerized testing system
Park, J. (2005) · Journal of Educational Psychology · doi:10.1037/0022-0663.97.3.436 · Cited by 20
Maximizing the benefits and minimizing the costs of repeated memory tests for older adults.
Henkel, L. A. (2008) · Psychology and Aging · doi:10.1037/0882-7974.23.2.250 · Cited by 20
Does Testing Improve Learning for College Students With Attention-Deficit/Hyperactivity Disorder?
Knouse, L. E., Rawson, K. A., Vaughn, K. E., & Dunlosky, J. T. (2015) · Clinical Psychological Science · doi:10.1177/2167702614565175 · Cited by 20
Mok, W. S. Y., & Chan, W. W. L. (2016) · Instructional Science · doi:10.1007/s11251-016-9393-x · Cited by 18
Retrieval enhances route knowledge acquisition, but only when movement errors are prevented.
Kelly, J. W., Carpenter, S. K., & Sjolund, L. A. (2015) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/a0038685 · Cited by 17
Pu, X., & Tse, C. (2013) · Cognitive Processing · doi:10.1007/s10339-013-0580-2 · Cited by 16
Retrieval practice and testing improve memory in older adults
Rogalski, Y., Altmann, L. J. P., & Rosenbek, J. C. (2014) · Aphasiology · doi:10.1080/02687038.2013.870965 · Cited by 12
Does testing impair relational processing? Failed attempts to replicate the negative testing effect.
Rawson, K. A., Wissman, K. T., & Vaughn, K. E. (2015) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/xlm0000127 · Cited by 11
Coppens, L. C., Verkoeijen, P. P. J. L., Bouwmeester, S., & Rikers, R. M. J. P. (2016) · BMC Psychology · doi:10.1186/s40359-016-0127-2 · Cited by 10
Learning from the Test: Dos and Don'ts for Using Multiple-Choice Tests
Marsh, E. J. (2014) · Open Scholarship Institutional Repository (Washington University in St. Louis) · doi:10.7936/k7z60kzk · Cited by 6
Research works printed but not linked: 1
- Karpicke, J.D., 2017. Concept mapping. In: B. Frey (Ed.), The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. Sage Publications, (in press).
Cited by
Sorted by citations
Retrieval of Emotional Events from Memory
Kensinger, E. A., & Ford, J. H. (2019) · Annual Review of Psychology · doi:10.1146/annurev-psych-010419-051123 · Cited by 174
Improving self-regulated learning with a retrieval practice intervention.
Ariel, R., & Karpicke, J. D. (2017) · Journal of Experimental Psychology Applied · doi:10.1037/xap0000133 · Cited by 146
Self-citationPracticing Retrieval Facilitates Learning
McDermott, K. B. (2021) · Annual review of psychology · doi:10.1146/annurev-psych-010419-051019 · Cited by 113
Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?
Lachner, A., Hoogerheide, V., van Gog, T., & Renkl, A. (2022) · Educational Psychology Review · doi:10.1007/s10648-021-09643-4 · Cited by 77
Retrieval Practice in Classroom Settings: A Review of Applied Research
Moreira, B. F. T., Pinto, T. S. S., Starling, D. S. V., & Jaeger, A. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00005 · Cited by 103
Metadata
- 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
- 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
- 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
