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
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Integrity signals
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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
Tulving, E. (1985) · Canadian Psychology / Psychologie canadienne · doi:10.1037/h0080017 · Cited by 4,638
The Nature of Recollection and Familiarity: A Review of 30 Years of Research
Yonelinas, A. P. (2002) · Journal of Memory and Language · doi:10.1006/jmla.2002.2864 · Cited by 3,840
A process dissociation framework: Separating automatic from intentional uses of memory
Jacoby, L. L. (1991) · Journal of Memory and Language · doi:10.1016/0749-596x(91)90025-f · Cited by 3,817
Developing the theory of formative assessment
Black, P., & Wiliam, D. (2009) · Educational Assessment, Evaluation and Accountability · doi:10.1007/s11092-008-9068-5 · Cited by 3,301 · cited 3×
“provide feedback to teachers that they can use to tailor their instruction, as in the practice of formative assessment (Black and Wiliam, 2009). Tests can also influence student motivation, because knowing about an upcoming test often leads students to increase their study efforts. Roediger and Karpicke (2006a) propos…”
BackgroundInfluentialTest-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention
Roediger, H. L., & Karpicke, J. D. (2006) · Psychological Science · doi:10.1111/j.1467-9280.2006.01693.x · Cited by 2,867
Self-citationInformation Processing and Cognition: The Loyola Symposium
Brown, A. S., & Solso, R. L. (1976) · The American Journal of Psychology · doi:10.2307/1421430 · Cited by 2,398
Levels of processing versus transfer appropriate processing
Morris, C. D., Bransford, J. D., & Franks, J. J. (1977) · Journal of Verbal Learning and Verbal Behavior · doi:10.1016/s0022-5371(77)80016-9 · Cited by 2,296
The power of testing memory: Basic research and implications for educational practice
Roediger, H. L., & Karpicke, J. D. (2006) · Perspectives on Psychological Science · doi:10.1111/j.1745-6916.2006.00012.x · Cited by 2,037
Self-citationThe Critical Importance of Retrieval for Learning
Karpicke, J. D., & Roediger, H. L. (2008) · Science · doi:10.1126/science.1152408 · Cited by 1,791 · cited 4×
“Students studied and recalled a set of vocabulary word pairs across alternating study and test trials and continued until they had recalled each item (following similar procedures by Karpicke, 2009; Karpicke and Roediger, 2008).”
BackgroundMethodInfluentialSelf-citation(1994) · The MIT Press eBooks · doi:10.7551/mitpress/4561.001.0001 · Cited by 1,770
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
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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.
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