The DOI matches its Crossref record; 31 of the 32 references it cites were found in a registry or an index.
When Does Feedback Facilitate Learning of Words?
Open accessAbstract
Some researchers have suggested that although feedback may enhance performance during associative learning, it does so at the expense of later retention. To examine this issue, subjects (N = 258) learned Luganda-English word pairs. After 2 initial exposures to the materials, subjects were tested on each item several times, with the presence and type of feedback varying between subjects. A final test followed after 1 week. Supplying the correct answer after an incorrect response not only improved performance during the initial learning session--it also increased final retention by 494%. On the other hand, feedback after correct responses made little difference either immediately or at a delay, regardless of whether the subject was confident in the response. Practical and theoretical implications are discussed.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
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?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“review, as compared to testing with feedback, is a poor way to restudy information (Pashler, Cepeda, Wixted, & Rohrer, 2005).”
From Optimizing distributed practice (2009) · cites this paper as Pashler, Cepeda, Wixted, & Rohrer, 2005
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Because these studies did not provide feedback, it is likely that no relearning occurred on the second and subsequent sessions for any item that elicited an error (see Pashler, Cepeda, Wixted, & Rohrer, 2005).”
From Distributed practice in verbal recall tasks: A review and quantitative synthesis. (2006) · cites this paper as Pashler, Cepeda, Wixted, & Rohrer, 2005
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“In the absence of feedback, forgetting an item usually causes the item to be unrecoverable; see Pashler et al., 2005”
From Distributed practice in verbal recall tasks: A review and quantitative synthesis. (2006) · cites this paper as Pashler et al., 2005
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“However, there is evidence that feedback may enhance the benefits of tests (Butler & Roediger, 2008;Pashler, Cepeda, Wixted & Rohrer, 2005).”
From The benefit of generating errors during learning (2014) · cites this paper as Pashler, Cepeda, Wixted & Rohrer, 2005
The check wasn’t confident either way, so it gives no verdict — never disputed.
In the citing paper
“Welborn (1933) used a 28-day test delay, but also omitted feedback from Session 2, implying that the second session probably provided no opportunity for learning those items not learned during Session 1”
From Optimizing distributed practice (2009) · cites this paper as Pashler, Cepeda, Wixted, & Rohrer, 2005
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
WIDROW, B., & HOFF, M. E. (1960) · doi:10.21236/ad0241531 · Cited by 4,009
Mullin, A., & Rosenblatt, F. F. (1963) · American Mathematical Monthly · doi:10.2307/2312103 · Cited by 2,211
Cognitive Tutors: Lessons Learned
Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995) · Journal of the Learning Sciences · doi:10.1207/s15327809jls0402_2 · Cited by 1,982
(1994) · The MIT Press eBooks · doi:10.7551/mitpress/4561.001.0001 · Cited by 1,770
Schmidt, R. A., & Bjork, R. A. (1992) · Psychological Science · doi:10.1111/j.1467-9280.1992.tb00029.x · Cited by 1,582 · cited 5×
“…After Errors or Correct Responses The studies just described challenge the commonsense view that feedback is always helpful, but they do not provide strong support for the idea that withholding feedback is actually beneficial (e.g., Bjork, 1994; Rosenbaum et al., 2000; Schmidt & Bjork, 1992).”
BackgroundInfluentialMemory and Metamemory Considerations in the Training of Human Beings
Bjork, R. A. (1994) · Metacognition · doi:10.7551/mitpress/4561.003.0011 · Cited by 1,084
Standards for Internet-Based Experimenting
Reips, U. (2002) · Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) · doi:10.1026/1618-3169.49.4.243 · Cited by 878
Neurocomputing: Foundations of Research
Anderson, J. A., & Rosenfeld, E. (1988) · Cited by 851
Proceedings of the 26th annual conference of the cognitive science society
Dieussaert, K., Ford, M., & Horsten, L. (2004) · Cited by 844
Feedback in Written Instruction
Kulhavy, R. W. (1977) · Review of Educational Research · doi:10.3102/00346543047002211 · Cited by 571
Research works printed but not linked: 3
- 10.2307/1170128 · DOI · Paper page
- Nelson, 1977, Reinforcement and human learning., 207
- 10.1026//1618-3169.49.4.243 · DOI
Cited by
Sorted by citations
Test-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
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
Distributed practice in verbal recall tasks: A review and quantitative synthesis.
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006) · Psychological Bulletin · doi:10.1037/0033-2909.132.3.354 · Cited by 1,888
Self-citationThe critical role of retrieval practice in long-term retention
Roediger, H. L., & Butler, A. C. (2011) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2010.09.003 · Cited by 1,796
Test-enhanced learning in medical education
Larsen, D. P., Butler, A. C., & Roediger III, H. L. (2008) · Medical Education · doi:10.1111/j.1365-2923.2008.03124.x · Cited by 610
Testing the testing effect in the classroom
McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007) · European Journal of Cognitive Psychology · doi:10.1080/09541440701326154 · Cited by 563
Rethinking the Use of Tests: A Meta-Analysis of Practice Testing
Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017) · Review of Educational Research · doi:10.3102/0034654316689306 · Cited by 544
Pyc, M. A., & Rawson, K. A. (2009) · Journal of Memory and Language · doi:10.1016/j.jml.2009.01.004 · Cited by 551
Test format and corrective feedback modify the effect of testing on long-term retention
Kang, S. H. K., McDermott, K. B., & Roediger, H. L. (2007) · European Journal of Cognitive Psychology · doi:10.1080/09541440601056620 · Cited by 513
Metcalfe, J. (2016) · Annual Review of Psychology · doi:10.1146/annurev-psych-010416-044022 · Cited by 615
Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing
Butler, A. C., & Roediger, H. L. (2008) · Memory & Cognition · doi:10.3758/mc.36.3.604 · Cited by 457
Ten Benefits of Testing and Their Applications to Educational Practice
Roediger, H. L., III, Putnam, A. L., & Smith, M. A. (2011) · The Psychology of learning and motivation/The psychology of learning and motivation · doi:10.1016/b978-0-12-387691-1.00001-6 · Cited by 496
Testing improves long-term retention in a simulated classroom setting
Butler, A. C., & Roediger, H. L. (2007) · European Journal of Cognitive Psychology · doi:10.1080/09541440701326097 · Cited by 434
McDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., & Roediger, H. L. (2011) · Journal of Educational Psychology · doi:10.1037/a0021782 · Cited by 360
Generalizing test-enhanced learning from the laboratory to the classroom
Mcdaniel, M. A., Roediger, H. L., & Mcdermott, K. B. (2007) · Psychonomic Bulletin & Review · doi:10.3758/bf03194052 · Cited by 326
Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses.
Butler, A. C., Karpicke, J. D., & Roediger, H. L., III (2008) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/0278-7393.34.4.918 · Cited by 361
The effect of type and timing of feedback on learning from multiple-choice tests.
Butler, A. C., Karpicke, J. D., & Roediger, H. L. (2007) · Journal of Experimental Psychology: Applied · doi:10.1037/1076-898x.13.4.273 · Cited by 321
Optimizing distributed practice
Cepeda, N. J., Coburn, N., Rohrer, D., Wixted, J. T., Mozer, M. C., & Pashler, H. (2009) · Experimental Psychology · doi:10.1027/1618-3169.56.4.236 · Cited by 296
Self-citationThe pretesting effect: do unsuccessful retrieval attempts enhance learning?
Richland, L. E., Kornell, N., & Kao, L. S. (2009) · Journal of Experimental Psychology: Applied · doi:10.1037/a0016496 · Cited by 302
AutoTutor and Family: A Review of 17 Years of Natural Language Tutoring
Nye, B. D., Graesser, A. C., & Hu, X. (2014) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-014-0029-5 · Cited by 326
Transfer of test- enhanced learning: meta-analytic review and synthesis
Pan, S. C., & Rickard, T. C. (2018) · Psychological Bulletin · doi:10.1037/bul0000151 · Cited by 286
Enhancing learning and retarding forgetting: Choices and consequences
Pashler, H., Rohrer, D., Cepeda, N. J., & Carpenter, S. K. (2007) · Psychonomic Bulletin & Review · doi:10.3758/bf03194050 · Cited by 282
Self-citationThe effects of tests on learning and forgetting.
Carpenter, S. K., Pashler, H., Wixted, J. T., & Vul, E. (2008) · Memory & Cognition · doi:10.3758/mc.36.2.438 · Cited by 281
Self-citationWhy tests appear to prevent forgetting: A distribution-based bifurcation model
Kornell, N., Bjork, R. A., & Garcia, M. A. (2011) · Journal of Memory and Language · doi:10.1016/j.jml.2011.04.002 · Cited by 277
A testing effect with multimedia learning.
Johnson, C. I., & Mayer, R. E. (2009) · Journal of Educational Psychology · doi:10.1037/a0015183 · Cited by 251
Using a model to compute the optimal schedule of practice.
Pavlik, P. I., & Anderson, J. R. (2008) · Journal of Experimental Psychology Applied · doi:10.1037/1076-898x.14.2.101 · Cited by 214
The science of effective learning with spacing and retrieval practice
Carpenter, S. K., Pan, S. C., & Butler, A. C. (2022) · Nature Reviews Psychology · doi:10.1038/s44159-022-00089-1 · Cited by 184
Explanation feedback is better than correct answer feedback for promoting transfer of learning.
Butler, A. C., Godbole, N. R., & Marsh, E. J. (2012) · Journal of Educational Psychology · doi:10.1037/a0031026 · Cited by 192
Quizzing in Middle‐School Science: Successful Transfer Performance on Classroom Exams
McDaniel, M. A., Thomas, R. C., Agarwal, P. K., McDermott, K. B., & Roediger, H. L. (2013) · Applied Cognitive Psychology · doi:10.1002/acp.2914 · Cited by 171
Making related errors facilitates learning, but learners do not know it
Huelser, B. J., & Metcalfe, J. (2012) · Memory & Cognition · doi:10.3758/s13421-011-0167-z · Cited by 171
The benefit of generating errors during learning
Potts, R., & Shanks, D. R. (2014) · Journal of Experimental Psychology: General · doi:10.1037/a0033194 · Cited by 166
van Gog, T., & Sweller, J. (2015) · Educational Psychology Review · doi:10.1007/s10648-015-9310-x · Cited by 164
The Read-Recite-Review Study Strategy
McDaniel, M. A., Howard, D. C., & Einstein, G. O. (2009) · Psychological Science · doi:10.1111/j.1467-9280.2009.02325.x · Cited by 172
Ullman, M. T., & Lovelett, J. T. (2016) · Second language Research · doi:10.1177/0267658316675195 · Cited by 169
Increasing Retention Without Increasing Study Time
Rohrer, D., & Pashler, H. (2007) · Current Directions in Psychological Science · doi:10.1111/j.1467-8721.2007.00500.x · Cited by 153
Self-citationDelayed versus immediate feedback in children’s and adults’ vocabulary learning
Metcalfe, J., Kornell, N., & Finn, B. (2009) · Memory & Cognition · doi:10.3758/mc.37.8.1077 · Cited by 149
Principles of cognitive science in education: The effects of generation, errors, and feedback
Metcalfe, J., & Kornell, N. (2007) · Psychonomic Bulletin & Review · doi:10.3758/bf03194056 · Cited by 139
Is expanding retrieval a superior method for learning text materials?
Karpicke, J. D., & Roediger, H. L. (2010) · Memory & Cognition · doi:10.3758/mc.38.1.116 · Cited by 137
Learners’ choices and beliefs about self-testing
Kornell, N., & Son, L. K. (2009) · Memory · doi:10.1080/09658210902832915 · Cited by 190
Logan, J. M., & Balota, D. A. (2008) · Aging Neuropsychology and Cognition · doi:10.1080/13825580701322171 · Cited by 135
Hopkins, R. F., Lyle, K. B., Hieb, J. L., & Ralston, P. A. S. (2016) · Educational Psychology Review · doi:10.1007/s10648-015-9349-8 · Cited by 136
Towards a Theory of Learning for Naming Rehabilitation: Retrieval Practice and Spacing Effects
Middleton, E. L., Schwartz, M. F., Rawson, K. A., Traut, H., & Verkuilen, J. (2016) · Journal of Speech, Language, and Hearing Research · doi:10.1044/2016_jslhr-l-15-0303 · Cited by 125
Learning from feedback: Spacing and the delay–retention effect.
Smith, T. A., & Kimball, D. R. (2010) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/a0017407 · Cited by 127
Improving students’ self-evaluation of learning for key concepts in textbook materials
Rawson, K. A., & Dunlosky, J. T. (2007) · The European Journal of Cognitive Psychology · doi:10.1080/09541440701326022 · Cited by 137
The Effects of Spaced Practice on Second Language Learning: A Meta‐Analysis
Kim, S. K., & Webb, S. (2022) · Language Learning · doi:10.1111/lang.12479 · Cited by 119
Improving Students' Evaluation of Informal Arguments
Larson, A. A., Britt, M. A., & Kurby, C. A. (2009) · The Journal of Experimental Education · doi:10.3200/jexe.77.4.339-366 · Cited by 118
Examining the efficiency of schedules of distributed retrieval practice
Pyc, M. A., & Rawson, K. A. (2007) · Memory & Cognition · doi:10.3758/bf03192925 · Cited by 104
Kapler, I. V., Weston, T., & Wiseheart, M. (2015) · Learning and Instruction · doi:10.1016/j.learninstruc.2014.11.001 · Cited by 101
Strengthening concept learning by repeated testing
Wiklund‐Hörnqvist, C., Jonsson, B., & Nyberg, L. H. (2013) · Scandinavian Journal of Psychology · doi:10.1111/sjop.12093 · Cited by 114
How Retrieval Attempts Affect Learning
Kornell, N., & Vaughn, K. E. (2016) · The Psychology of learning and motivation/The psychology of learning and motivation · doi:10.1016/bs.plm.2016.03.003 · Cited by 104
Incubation benefits only after people have been misdirected
Vul, E., & Pashler, H. (2007) · Memory & Cognition · doi:10.3758/bf03193308 · Cited by 92
Self-citationRetrieval attempts enhance learning, but retrieval success (versus failure) does not matter.
Kornell, N., Klein, P. J., & Rawson, K. A. (2014) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/a0037850 · Cited by 100
Nagle, F. (2017) · Organization Science · doi:10.1287/orsc.2018.1202 · Cited by 94
The Role of Repeated Retrieval in Shaping Collective Memory
Roediger, H. L., III, Zaromb, F. M., & Butler, A. C. (2009) · Cambridge University Press eBooks · doi:10.1017/cbo9780511626999.009 · Cited by 89
A Classroom Study on the Relationship Between Student Achievement and Retrieval-Enhanced Learning
Carpenter, S. K., Lund, T. J. S., Coffman, C. R., Armstrong, P. I., Lamm, M. H., & Reason, R. D. (2015) · Educational Psychology Review · doi:10.1007/s10648-015-9311-9 · Cited by 99
Scaffolding feedback to maximize long-term error correction
Finn, B., & Metcalfe, J. (2010) · Memory & Cognition · doi:10.3758/mc.38.7.951 · Cited by 102
Familiarity and retrieval processes in delayed judgments of learning.
Metcalfe, J., & Finn, B. (2008) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/a0012580 · Cited by 90
Encoding Deficits Impede Word Learning and Memory in Adults With Developmental Language Disorders
McGregor, K. K., Gordon, K. R., Eden, N. M., Arbisi-Kelm, T., & Oleson, J. (2017) · Journal of Speech Language and Hearing Research · doi:10.1044/2017_jslhr-l-17-0031 · Cited by 91
People's hypercorrection of high-confidence errors: Did they know it all along?
Metcalfe, J., & Finn, B. (2011) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/a0021962 · Cited by 88
Evidence‐based teaching: Tools and techniques that promote learning in the psychology classroom
Dunn, D. S., Saville, B. K., Baker, S. C., & Marek, P. (2013) · Australian Journal of Psychology · doi:10.1111/ajpy.12004 · Cited by 78
Knight, J. B., Ball, B. H., Brewer, G. A., Dewitt, M. R., & Marsh, R. L. (2012) · Journal of Memory and Language · doi:10.1016/j.jml.2011.12.008 · Cited by 79
The sleep benefit in episodic memory: An integrative review and a meta-analysis.
Berres, S., & Erdfelder, E. (2021) · Psychological Bulletin · doi:10.1037/bul0000350 · Cited by 74
The Effect of Retrieval Practice in Primary School Vocabulary Learning
Goossens, N. A. M. C., Camp, G., Verkoeijen, P. P. J. L., & Tabbers, H. K. (2013) · Applied Cognitive Psychology · doi:10.1002/acp.2956 · Cited by 82
Self-motivated and directed learning across the lifespan
Cronin-Golomb, L. M., & Bauer, P. J. (2022) · Acta Psychologica · doi:10.1016/j.actpsy.2022.103816 · Cited by 83
An Analysis of Feedback from a Behavior Analytic Perspective
Mangiapanello, K., & Hemmes, N. S. (2015) · The Behavior Analyst · doi:10.1007/s40614-014-0026-x · Cited by 72
Instructor–learner neural synchronization during elaborated feedback predicts learning transfer.
Zhu, Y., Leong, V., Hou, Y., Zhang, D., Pan, Y., & Hu, Y. (2021) · Journal of Educational Psychology · doi:10.1037/edu0000707 · Cited by 72
A dual memory theory of the testing effect
Rickard, T. C., & Pan, S. C. (2017) · Psychonomic Bulletin & Review · doi:10.3758/s13423-017-1298-4 · Cited by 80
The Impact of Feedback on Goal Setting and Task Performance
Krenn, B., Würth, S., & Hergovich, A. (2013) · Swiss Journal of Psychology · doi:10.1024/1421-0185/a000101 · Cited by 70
Bouwmeester, S., & Verkoeijen, P. P. J. L. (2011) · Journal of Memory and Language · doi:10.1016/j.jml.2011.02.005 · Cited by 77
The costs and benefits of providing feedback during learning
Hays, M. J., Kornell, N., & Bjork, R. A. (2010) · Psychonomic Bulletin & Review · doi:10.3758/pbr.17.6.797 · Cited by 76
Does incorrect guessing impair fact learning?
Kang, S. H. K., Pashler, H., Cepeda, N. J., Rohrer, D., Carpenter, S. K., & Mozer, M. C. (2011) · Journal of Educational Psychology · doi:10.1037/a0021977 · Cited by 67
Self-citationTesting enhances both encoding and retrieval for both tested and untested items
Cho, K. W., Neely, J. H., Crocco, S., & Vitrano, D. (2016) · Quarterly Journal of Experimental Psychology · doi:10.1080/17470218.2016.1175485 · Cited by 73
Perretta, J. S., Duval‐Arnould, J., Poling, S., Sullivan, N., Jeffers, J. M., Farrow, L., Shilkofski, N. A., Brown, K. M., & Hunt, E. A. (2020) · Simulation in Healthcare The Journal of the Society for Simulation in Healthcare · doi:10.1097/sih.0000000000000433 · Cited by 66
Receiving right/wrong feedback: Consequences for learning
Fazio, L. K., Huelser, B. J., Johnson, A., & Marsh, E. J. (2010) · Memory · doi:10.1080/09658211003652491 · Cited by 66
Learning from errors: Students' and instructors' practices, attitudes, and beliefs
Pan, S. C., Sana, F., Samani, J., Cooke, J., & Kim, J. A. (2020) · Memory · doi:10.1080/09658211.2020.1815790 · Cited by 65
Rawson, K. A., Vaughn, K. E., & Carpenter, S. K. (2014) · Memory & Cognition · doi:10.3758/s13421-014-0477-z · Cited by 70
Kuepper-Tetzel, C. E., Kapler, I. V., & Wiseheart, M. (2014) · Memory & Cognition · doi:10.3758/s13421-014-0394-1 · Cited by 65
Improving Learning Efficiency of Factual Knowledge in Medical Education
Yeh, D. D., & Park, Y. S. (2015) · Journal of surgical education · doi:10.1016/j.jsurg.2015.03.012 · Cited by 66
The benefit of retrieval practice over elaborative restudy in primary school vocabulary learning
Goossens, N. A. M. C., Camp, G., Verkoeijen, P. P. J. L., Tabbers, H. K., & Zwaan, R. A. (2014) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2014.05.003 · Cited by 63
Learning more from feedback: Elaborating feedback with examples enhances concept learning
Finn, B., Thomas, R. C., & Rawson, K. A. (2017) · Learning and Instruction · doi:10.1016/j.learninstruc.2017.08.007 · Cited by 79
Feedback adaptation in web-based learning systems
Vasil'yeva, E., Puuronen, S., Pechenizkiy, M., & Räsänen, P. (2007) · International Journal of Continuing Engineering Education and Life-Long Learning · doi:10.1504/ijceell.2007.015046 · Cited by 65
Cognitive Load Theory, Resource Depletion and the Delayed Testing Effect
Leahy, W., & Sweller, J. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09476-2 · Cited by 59
Mera, Y., Rodríguez, G., & Marin-Garcia, E. (2021) · Psychonomic Bulletin & Review · doi:10.3758/s13423-021-02022-8 · Cited by 74
The testing effect: The role of feedback and collaboration in a tertiary classroom setting
Vojdanoska, M., Cranney, J., & Newell, B. R. (2009) · Applied Cognitive Psychology · doi:10.1002/acp.1630 · Cited by 58
A Controlled Study of Clicker-Assisted Memory Enhancement in College Classrooms
Shapiro, A., & Gordon, L. T. (2012) · Applied Cognitive Psychology · doi:10.1002/acp.2843 · Cited by 60
Nakata, T. (2014) · Language Teaching Research · doi:10.1177/1362168814541721 · Cited by 64
Retrieval-Based Learning in Children
Fazio, L. K., & Marsh, E. J. (2019) · Current Directions in Psychological Science · doi:10.1177/0963721418806673 · Cited by 57
Stenlund, T., Jönsson, F. U., & Jonsson, B. (2016) · Educational Psychology · doi:10.1080/01443410.2016.1143087 · Cited by 67
Memorial consequences of answering SAT II questions.
Marsh, E. J., Agarwal, P. K., & Roediger, H. L. (2009) · Journal of Experimental Psychology: Applied · doi:10.1037/a0014721 · Cited by 55
Math Education With Large Language Models: Peril or Promise?
Kumar, H., Rothschild, D. M., Goldstein, D. G., & Hofman, J. M. (2025) · Lecture Notes in Computer Science · doi:10.1007/978-3-031-98459-4_5 · Cited by 54
Math Education with Large Language Models: Peril or Promise?
Kumar, H., Rothschild, D. M., Goldstein, D. G., & Hofman, J. (2023) · doi:10.2139/ssrn.4641653 · Cited by 54
Ye, Z., Shi, L., Li, A., Chen, C., & Xue, G. (2020) · eLife · doi:10.7554/elife.57023 · Cited by 60
The Testing Effect for Learning Principles and Procedures from Texts
Dirkx, K., Liesbeth Kester, A., & Kirschner, P. A. (2014) · The Journal of Educational Research · doi:10.1080/00220671.2013.823370 · Cited by 52
Dignam, J. K., Rodriguez, A. D., & Copland, D. A. (2015) · PM&R · doi:10.1016/j.pmrj.2015.06.010 · Cited by 59
Prevention–Permission–Promotion: A Review of Approaches to Errors in Learning
Wong, S. S. H., & Lim, S. W. H. (2018) · Educational Psychologist · doi:10.1080/00461520.2018.1501693 · Cited by 53
Augmented Reality (AR) Supporting Citizen Engagement in Circular Economy
Katika, T., Karaseitanidis, I., Tsiakou, D., Makropoulos, C., & Amditis, A. (2022) · Circular Economy and Sustainability · doi:10.1007/s43615-021-00137-7 · Cited by 50
Moreno, R., & Mayer, R. E. (2010) · Cognitive Load Theory · doi:10.1017/cbo9780511844744.010 · Cited by 46
Using verification feedback to correct errors made on a multiple-choice test
Marsh, E. J., Lozito, J. P., Umanath, S., Bjork, E. L., & Bjork, R. A. (2012) · Memory · doi:10.1080/09658211.2012.684882 · Cited by 46
Jang, Y., Wixted, J. T., Pecher, D., Zeelenberg, R., & Huber, D. E. (2012) · Quarterly Journal of Experimental Psychology · doi:10.1080/17470218.2011.638079 · Cited by 46
Self-citationEnders, N., Gaschler, R., & Kubik, V. (2020) · Psychology Learning & Teaching · doi:10.1177/1475725720971205 · Cited by 58
Metadata
- Authors
- Pashler, H., Cepeda, N. J., Wixted, J. T., & Rohrer, D.
- Affiliations
- University of California San Diego (US)
- University of South Florida (US)
- Venue
- Journal of Experimental Psychology: Learning, Memory, and Cognition
- Published
- 2005
- Volume
- 31
- Issue
- 1
- Pages
- 3-8
- ISSN
- 0278-7393 (ISSN-L)
- 1939-1285
- OpenAlex
- W2137377708
- Cited by
- 445
- References
- 32
- Citations by year
- 2026: 8 · 2025: 22 · 2024: 31 · 2023: 19 · 2022: 26 · 2021: 38 · 2020: 36 · 2019: 22 · 2018: 19 · 2017: 25 · 2016: 21 · 2015: 19 · 2014: 27 · 2013: 23 · 2012: 22
- FWCI
- 5.79
- Type
- journal article
- Language
- en
- Open access
- green
- escholarship.org
- Locations
- Journal of Experimental Psychology Learning Memory and Cognition (publishedVersion)
- PubMed (publishedVersion)
- eScholarship (California Digital Library) (submittedVersion)
- Digital Commons - University of South Florida (University of South Florida) (submittedVersion)
- Funders
- National Institutes of Health (5r01mh061549-03)
- National Institute of Mental Health (R01-MH61549, R01 MH45584, R01MH045584)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- feedback, word learning, associative learning, retention, delayed retention, response confidence, error feedback, second language vocabulary acquisition
- MeSH terms
- Feedback, Humans, Learning, Reinforcement, Psychology, Vocabulary
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
