Effects of recall tests on long-term retention of paired associates
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The testing effect occurs even without corrective feedback.
“The testing effect is observed even when no corrective feedback is given (Allen et al., 1969;Carpenter & DeLosh, 2005, 2006;Kuo & Hirshman, 1996), so it cannot be attributed solely to more efficient processing of feedback in the test condition.”
From The benefit of generating errors during learning (2014) · cites this paper as Allen et al., 1969
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- Authors
- Allen, G. A., Mahler, W. A., & Estes, W. K.
- Affiliations
- Stanford University (US)
- Venue
- Journal of Verbal Learning and Verbal Behavior
- Publisher
- Elsevier BV
- Published
- 1969-08
- Volume
- 8
- Issue
- 4
- Pages
- 463-470
- ISSN
- 0022-5371 (ISSN-L)
- OpenAlex
- W2144489531
- Cited by
- 180
- References
- 8
- Citations by year
- 2025: 2 · 2024: 2 · 2023: 1 · 2022: 1 · 2021: 1 · 2020: 2 · 2018: 3 · 2017: 4 · 2016: 2 · 2015: 9 · 2014: 3 · 2013: 11 · 2012: 9
- FWCI
- 2.64
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Verbal Learning and Verbal Behavior (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory and Neural Mechanisms
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Functions and Memory
- Keywords
- paired-associate learning, long-term retention, recall tests, stereotypy, intrusion errors, response latency, error rate
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