Cited by 322Memory Processes and InfluencesStudent Assessment and FeedbackVisual and Cognitive Learning Processes

The DOI matches its Crossref record; 34 of the 34 references it cites were found in a registry or an index.

The effect of type and timing of feedback on learning from multiple-choice tests.

Butler, Andrew C., Karpicke, Jeffrey D., Roediger, Henry L.·2007·Journal of Experimental Psychology: Applied

Open this paper in CoChat — free account

Abstract

Two experiments investigated how the type and timing of feedback influence learning from a multiple-choice test. First, participants read 12 prose passages, which covered various general knowledge topics (e.g., The Sun) and ranged between 280 and 300 words in length. Next, they took an initial six-alternative, multiple-choice test on information contained in the passages. Feedback was given immediately for some of the multiple-choice items or after delay for other items. Participants were either shown the correct answer as feedback (standard feedback) or were allowed to keep answering until the correct answer was discovered (answer-until-correct feedback). Learning from the test was assessed on a delayed cued-recall test. The results indicated that delayed feedback led to superior final test performance relative to immediate feedback. However, type of feedback did not matter: discovering the correct answer through answer-until-correct feedback produced equivalent performance relative to standard feedback. This research suggests that delaying the presentation of feedback after a test is beneficial to learning because of the spaced presentation of information.

Integrity signals

Registry

Crossref · 10.1037/1076-898x.13.4.273

Cites

34 of 34 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

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 effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.
Kluger, A. N., & DeNisi, A. (1996) · Psychological Bulletin · doi:10.1037/0033-2909.119.2.254 · Cited by 5,882
Journal of Experimental Psychology: Human Learning and Memory
Bourne, L. E. (1977) · Cited by 4,328
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
Self-citation
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-citation
The generation effect: delineation of a phenomenon
Slamecka, N. J., & Graf, P. (1978) · Journal of Experimental Psychology: Human Learning and Memory · doi:10.1037/0278-7393.4.6.592 · Cited by 1,659
New Conceptualizations of Practice: Common Principles in Three Paradigms Suggest New Concepts for Training
Schmidt, R. A., & Bjork, R. A. (1992) · Psychological Science · doi:10.1111/j.1467-9280.1992.tb00029.x · Cited by 1,582 · cited 4×
“Presumably, the benefit of delayed feedback after a correct response is a type of spacing effect (Dempster, 1989; Schmidt & Bjork, 1992 ): after a correct response, delayed feedback represents a spaced presentation of the material, whereas immediate feedback constitutes a massed presentation.”
BackgroundInfluential
The instructional effect of feedback in test-like events.
Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. (1991) · Review of Educational Research · doi:10.3102/00346543061002213 · Cited by 1,313
The Science of Learning and the Art of Teaching.
Skinner, B. F. (2007) · Appleton-Century-Crofts eBooks · doi:10.1037/11324-010 · Cited by 1,137
On Knowing: Essays for the Left Hand
James, H. E. O., & Bruner, J. S. (1963) · British Journal of Educational Studies · doi:10.2307/3119384 · Cited by 756
Timing of feedback and verbal learning.
Kulik, J. A., & Kulik, C.-L. C. (1988) · Review of Educational Research · doi:10.3102/00346543058001079 · Cited by 703

Show all 34 references

Sorted by citations

Items 201–300 of 322

Archetypes of influential users in social question-answering sites
Chen, M., Chua, A. Y. K., & An, L. (2024) · Internet Research · doi:10.1108/intr-05-2023-0400 · Cited by 4
Consequences of Historical Exam Access vs Timely Exam Feedback on Knowledge Retention (CHEATER)
McCue, A., Persky, A. M., Donnell, C., & Fuller, K. A. (2025) · American Journal of Pharmaceutical Education · doi:10.1016/j.ajpe.2025.101361 · Cited by 4
Eliciting Advice Instead of Feedback Improves Developmental Input
Blunden, H., Kristal, A. S., Whillans, A. V., Yoon, J., Burd, H., Bremner, G., & Yeomans, M. (2025) · Management Science · doi:10.1287/mnsc.2022.03207 · Cited by 4
How Adding Metacognitive Requirements in Support of AI Feedback in Practice Exams Transforms Student Learning Behaviors
Ahmad, M., Ravi, P., Karger, D. R., & Facciotti, M. T. (2025) · ACM Conference on Learning @ Scale (L@S) · doi:10.1145/3698205.3729542 · Cited by 8
Are learners aware of effective ways to learn second language vocabulary from retrieval? Perceived effects of relative spacing, absolute spacing, and feedback timing on vocabulary learning
Nakata, T. (2015) · Vocabulary Learning and Instruction · doi:10.7820/vli.v04.1.nakata · Cited by 4
Self-Quantification of Services: Cost of Real-Time Feedback
Huh, K. T., Lee, Y., & Kim, S. (2023) · Journal of Business Research · doi:10.1016/j.jbusres.2023.113947 · Cited by 4
Enhancing Self-Efficacy in Health Self-Examination through Conversational Agent's Encouragement
Kollerup, N. K., Hoang, M.-T. O., Cox, S. R., & van Berkel, N. (2025) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3713142 · Cited by 4
Effect of Repeated Testing to the Development of Vocabulary, Nominal Structures and Verbal Morphology
Metsämuuronen, J., & Mattsson, M. T. (2013) · Journal of Educational and Developmental Psychology · doi:10.5539/jedp.v3n2p89 · Cited by 5
AVALIAÇÃO E FEEDBACK DE DESEMPENHO DE ESTUDANTES NA EDUCAÇÃO A DISTÂNCIA
Archer, A. B., Crispim, A. C., & Cruz, R. M. (2016) · Avances en Psicología Latinoamericana · doi:10.12804/apl34.3.2016.03 · Cited by 4
Do tests facilitate decision‐making performance on a transfer task?
Avci, G., Woods, S. P., Tierney, S. M., Kordovski, V. M., & Morgan, E. E. (2018) · Applied Cognitive Psychology · doi:10.1002/acp.3437 · Cited by 4
Memory updating after retrieval: when new information is false or correct
Carneiro, P., Lapa, A., & Finn, B. (2021) · Memory · doi:10.1080/09658211.2021.1968438 · Cited by 5
Learning from feedback in college courses: Student beliefs, practices, and preferences
Zepeda, C. D., Ortegren, F. R., & Butler, A. C. (2023) · Applied Cognitive Psychology · doi:10.1002/acp.4118 · Cited by 4
Self-citation
Leveraging the Force of Formative Assessment and Feedback for Effective Engineering Education
Qadir, J., Taha, A. M., Yau, K. A., Ponciano, J. P., Hussain, S., Al‐Fuqaha, A., & Imran, M. A. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--34923 · Cited by 4
Effect of Repeated Testing on the Development of Secondary Language Proficiency
Metsämuuronen, J. (2013) · Journal of Educational and Developmental Psychology · doi:10.5539/jedp.v3n1p10 · Cited by 5
Leveraging Online Testing to Enhance Student Learning
Wooten, T. (2016) · Emerald Group Publishing Limited eBooks · doi:10.1108/s1085-462220160000019006 · Cited by 4
Leveraging Cognitive Science and Artificial Intelligence to Save Lives
Hays, M. J., Glick, A., & Lane, H. C. (2019) · Lecture notes in computer science · doi:10.1007/978-3-030-23207-8_71 · Cited by 4
Conditions for Effective Learning Without Upfront Instruction: How Practice with Feedback Supports Memory, Generalization, Motivation, and Metacognition
Asher, M. W., & Carvalho, P. F. (2026) · Educational Psychology Review · doi:10.1007/s10648-025-10103-6 · Cited by 3
Exploring the impact of feedback timing on student performance in online testing
Ding, G., Li, M., Li, S., & Wu, H. (2024) · Asia Pacific Education Review · doi:10.1007/s12564-024-10024-z · Cited by 4
The Pretesting Effect: Exploring the Impact of Feedback and Final Test Timing
Mera, Y., Dianova, N., & Marin-Garcia, E. (2025) · Journal of Cognition · doi:10.5334/joc.455 · Cited by 4
A Brief Review of Literature on Immediate Feedback Studies in CALL
Devi, V. A., & Dr.K.Revathi (2016) · Rupkatha Journal on Interdisciplinary Studies in Humanities · doi:10.21659/rupkatha.v8n3.27 · Cited by 3
Performance feedback enhances test-potentiated encoding
Ludowicy, P., Paz‐Alonso, P. M., Lachmann, T., & Czernochowski, D. (2023) · Frontiers in Behavioral Neuroscience · doi:10.3389/fnbeh.2023.1100497 · Cited by 3
Test Corrections Appear To Benefit Lower-Achieving Students in an Introduction to Biology Major Course: Results of a Single-Site, One-Semester Study
Kemp, K. L. (2021) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.00122-21 · Cited by 3
Differences in Feedback use for Correct and Incorrect Responses
Kelley, C. M., & McLaughlin, A. C. (2012) · Proceedings of the Human Factors and Ergonomics Society Annual Meeting · doi:10.1177/1071181312561494 · Cited by 3
Effect of Feedback Strategy and Motivation of Achievement to Improving Learning Results Concept in Learning Civic Education in Vocational High School
Sumarno, P., Setyosarı, P., & Haryono, H. (2017) · European Journal of Educational Research · doi:10.12973/eu-jer.6.4.441 · Cited by 3
Examining the Impact of Training and Feedback on Visualization-Supported Decision Making under Uncertainty
Song, J., Newton, O. B., Fiore, S. M., Coad, J., Clark, J., Pittman, C. R., & LaViola, J. J. (2018) · Proceedings of the Human Factors and Ergonomics Society Annual Meeting · doi:10.1177/1541931218621329 · Cited by 3
Promoting a Holistic Approach to Delivering Performance Feedback: Introducing the Behavioral Analysis Feedback Model
Ross, M. E., & Stefaniak, J. E. (2019) · Performance Improvement Journal · doi:10.1002/pfi.21882 · Cited by 3
The Effectiveness of Emotional Motivational Feedback Messages
Sarsar, F. (2022) · Digital Archive @ GSU · doi:10.57709/5507279 · Cited by 3
SmartEducation: Prototyping a Configurable Learning App Using Gamification
Zinnen, A., & Godehardt, E. (2018) · International Conference on Information Visualisation (IV) · doi:10.1109/iv.2018.00096 · Cited by 3
Teaching how to expect the unexpected: improving the retention of knowledge for rare clinical events
Bould, M. D., & Naik, V. N. (2008) · Canadian Journal of Anesthesia/Journal canadien d anesthésie · doi:10.1007/s12630-008-9005-6 · Cited by 3
The Effects of Flipped Classrooms in Higher Education: A Causal Machine Learning AnalysisPreprint
Czarnowske, D., Heiß, F., Schmitz, T. M. A., & Stammann, A. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5341104 · Cited by 3
Is Covert Retrieval an Effective Learning Strategy? Is It as Effective as Overt Retrieval? Answers from a Meta-Analytic Review
Yu, Y., Zhao, W., Li, A., Shanks, D. R., Hu, X., Luo, L., & Yang, C. (2025) · Educational Psychology Review · doi:10.1007/s10648-025-10024-4 · Cited by 2
Whether Learning Trials Moderate the Retrieval Practice Effect over a Long Retention Interval: Evidence from Old/New Recognition
Huang, S., & Cao, H.-W. (2026) · Digital studies in language and literature · doi:10.1515/dsll-2025-0023 · Cited by 2
Embedding Feedback in Digital Learning Environments to Promote Learners’ Thinking About Their Thinking in Chemistry
Lawrie, G. A. (2023) · Royal Society of Chemistry eBooks · doi:10.1039/9781839167942-00352 · Cited by 3
Optimizing testing feedback in introductory chemistry: a multi-treatment study exploring varying levels of assessment feedback and subsequent performance
Murphy, K. L., Schreurs, D. G., Teichert, M. A., Luxford, C. J., Trate, J. M., Harshmann, J. T., & Schneider, J. L. (2024) · Chemistry Education Research and Practice · doi:10.1039/d4rp00077c · Cited by 2
Retrieval-based learning
Karpicke, J. D. (2025) · Elsevier eBooks · doi:10.1016/b978-0-443-15754-7.00074-2 · Cited by 3
Self-citation
Creating Head Space: Using Spaced Retrieval Practice to Teach Cranial Nerves to Graduate SLP Students
Johnson, R. K., Michalek, A. M. P., & Richels, C. G. (2019) · ISU Red - Research and eData (Illinois State University) · doi:10.30707/tlcsd3.2johnson · Cited by 2
PRÁTICA DE LEMBRAR: A QUAIS FATORES OS EDUCADORES DEVEM SE ATENTAR?
Ekuni, R., & Pompéia, S. (2020) · Psicologia Escolar e Educacional · doi:10.1590/2175-35392020220284 · Cited by 5
Examining the Testing Effect using the Dual-Process Signal Detection Model
Bies-Hernandez, N. J. (2020) · doi:10.34917/4478198 · Cited by 2
Knowledge assessment: Squeezing information from multiple-choice testing.
Nickerson, R. S., Butler, S. F., & Carlin, M. T. (2015) · Journal of Experimental Psychology Applied · doi:10.1037/xap0000041 · Cited by 2
A Pilot Study Comparing Cued Versus Recognition Recall Question Design on Medical Student Utilization, Effectiveness, and Perceptions of Pharmacology Educational Games
Lee, J., Cowan, M., & Gorman, L. (2019) · Medical Science Educator · doi:10.1007/s40670-019-00775-5 · Cited by 2
Improving retention by placing retrieval practice at the end of class: a naturalistic study
Ekuni, R., & Pompéia, S. (2020) · Revista Latinoamericana de Psicología · doi:10.14349/rlp.2020.v52.3 · Cited by 2
THE BENEFITS OF RETRIEVAL-ENHANCED LEARNING
Yakob, E. (2020) · Scientific Bulletin of Uzhhorod University Series «Pedagogy Social Work» · doi:10.24144/2524-0609.2020.47.218-225 · Cited by 2
Does Two-Stage Testing Promote Long-Term Individual Learning?
Walker, J. D., & Robinson, D. H. (2022) · The Journal of Experimental Education · doi:10.1080/00220973.2022.2059750 · Cited by 2
Feedback Learning Benefits and Issues in Education
Abdullah, R. (2020) · Archives of Business Research · doi:10.14738/abr.810.9286 · Cited by 1
Principles Based on Generative Activity in Multimedia Learning
(2021) · Cambridge University Press eBooks · doi:10.1017/9781108894333.035 · Cited by 4
Case study: a comparison of immediate and delayed feedback, in the context of online testing with fourth class students
Hickey, D. (2013) · University of Limerick Institutional Repository (University of Limerick) · doi:10.34961/9133 · Cited by 2
Reduce blind spots to improve news discernment? Performance feedback reduces confidence but does not improve subsequent discernmentPreprint
Lyons, B. A., Modirrousta-Galian, A., Altay, S., & Salovich, N. A. (2024) · OSF Preprints (OSF Preprints) · doi:10.31219/osf.io/kgfrb · Cited by 3
Testing the testing effect with advanced materials while accounting for individual differences
Redifer, J. L., Myers, S. J., Bae, C. L., Naas, A., & Scott, A. (2026) · Instructional Science · doi:10.1007/s11251-025-09758-z · Cited by 2
Aligning Assessment Goals with the Current and Future Technologies Needed to Achieve Them
Cooper, M. M., & Klymkowsky, M. W. (2022) · Methods in physiology · doi:10.1007/978-3-030-95633-2_8 · Cited by 1
Reducing Blind Spots? Performance Feedback Reduces Relative Confidence but Does Not Improve Subsequent News Discernment
Lyons, B. A., Modirrousta-Galian, A., Altay, S., & Salovich, N. A. (2025) · Collabra Psychology · doi:10.1525/collabra.138652 · Cited by 1
Enhancing Feedback-Seeking Strategies Among Nursing Students: A Targeted Educational Intervention
Martens, S. A., Sparks, J., Davison, S., & Lypova, N. (2025) · Journal of Nursing Education · doi:10.3928/01484834-20250415-03 · Cited by 1
Math Problem Supports in an Authentic Classroom Context: Unpacking the Effect of Immediate Feedback and Re-Attempts in Online Problem Sets on Middle School Students’ Math Achievement
Smith, H., Ottmar, E., Ngo, V., Closser, A. H., Chan, J. Y., Vanacore, K., & Sales, A. (2025) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2025.2534377 · Cited by 3
Construction of a Structural Knowledge Test
Matzner, M. (2008) · Cited by 1
Examining Nursing Students' Retention of Taught Content by Repeat Study and Repeat Testing: A Replicated Study
Oglesby, R. (2013) · Digital Commons - Gardner-Webb University (Gardner–Webb University) · Cited by 1
The Enhancing Effect of Retrieval on Subsequent Encoding: Understanding Test-Potentiated Learning
Arnold, K. M. (2013) · Open Scholarship Institutional Repository (Washington University in St. Louis) · doi:10.7936/k7gt5kmv · Cited by 1
Effects of Strategy to Help Repeated Memory Retrieval on Students’ Memory and Metacognitive Judgments: Moderating Effects of Academic Achievement Level
Choi, H., 연은모, & 신태섭 (2015) · Asian Journal of Education · doi:10.15753/aje.2015.16.2.012 · Cited by 1
Création d’un jeu de plateau pour faciliter la mémorisation du lexique spécifique de l’anglais maritime
Ferreira, A. (2017) · Recherche et pratiques pédagogiques en langues de spécialité · doi:10.4000/apliut.5741 · Cited by 1
Examination of Different Learning Conditions in the Testing Effect: Example of Safe Internet Use
Ucar-Longford, B., & Çevik, Y. D. (2018) · Bartın University Journal of Faculty of Education · doi:10.14686/buefad.322792 · Cited by 1
Confidence-weighted Testing as an Impactful Education Intervention within a Pediatric Sepsis Quality Improvement Initiative
Nathaniel, E., Scott, H. F., Wathen, B., Schmidt, S. K., Rolison, E., Smith, C. L., Hays, M. J., & Lockwood, J. M. (2021) · Pediatric Quality and Safety · doi:10.1097/pq9.0000000000000460 · Cited by 1
Adventure and Quiz Learning Game Based on a Virtual Tour of a Video Game Museum
Muhhin, M., Nael, D., Tunnel, R.-H., & Norbisrath, U. (2023) · International Journal of Software Engineering & Applications · doi:10.5121/ijsea.2023.14103 · Cited by 1
A Study of the Effects of Time Lag between Learners' Errors and Teachers' Feedback on the Depth of Vocabulary Knowledge
Yekta, R. R., & Dafe'ian, S. (2016) · Theory and Practice in Language Studies · doi:10.17507/tpls.0611.07 · Cited by 1
Quizzing and Restudy Dynamics in a TST Paradigm: The (Null) Effect of Feedback and the (Significant) Effects of Metacognition
Anderson, F. T. (2017) · Open Scholarship Institutional Repository (Washington University in St. Louis) · doi:10.7936/k7w095b8 · Cited by 1
The Effect of Retrieval Practice on Vocabulary Learning for Children who are Deaf or Hard of Hearing
Reimer, C. K. (2019) · Open Scholarship Institutional Repository (Washington University in St. Louis) · doi:10.7936/z9jt-mk46 · Cited by 1
Learning with Delayed Feedback
Pranavan, T., & Sim, T. (2021) · Proceedings - International Conference on Pattern Recognition/Proceedings/International Conference on Pattern Recognition · doi:10.1109/icpr48806.2021.9411917 · Cited by 2
The Differential Effects of Feedback Provision on Students’ Performance on Test-Based Assessments
Olla, R., Houmanfar, R. A., Esquierdo-Leal, J. L., & Crosswell, L. H. (2021) · Journal of Behavioral Education · doi:10.1007/s10864-021-09443-4 · Cited by 1
Frecuencia y tipos de retroalimentación sobre la precisión del responder en una tarea de discriminación condicional
Morfín, L. R. M., & Aguirre, C. J. F. (2022) · Revista Mexicana de Análisis de la Conducta · doi:10.5514/rmac.v48.i2.84463 · Cited by 1
Using repeated testing and variable encoding to promote transfer of learning
Butler, A. C. (2009) · Open Scholarship Institutional Repository (Washington University in St. Louis) · doi:10.7936/k7tq5znx · Cited by 1
Self-citation
Use of hypotheses for analysis of variance models: challenging the current practice
van Wesel, F., Boeije, H., & Hoijtink, H. J. A. (2011) · Quality & Quantity · doi:10.1007/s11135-011-9508-z · Cited by 1
Why so serious?
van Gaalen, A. (2023) · University of Groningen research database (University of Groningen / Centre for Information Technology) · doi:10.33612/diss.574752301 · Cited by 1
Classworks as a Means to Gaining Equity in the General Education Math Classroom: Perceptions of Students Receiving Special Education Services
Marshall, D. L. (2014)
The Influence of Corrective Feedback on Retrieval-induced Forgetting
Erdman, M. (2011) · doi:10.31274/etd-180810-1295
PENERAPAN MODEL PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) DENGAN UMPAN BALIK KUIS UNTUK MENINGKATKAN HASIL BELAJAR FISIKA SISWA KELAS VIII SMP NEGERI 11 SEMARANG
Ghozali, I., Sopyan, A., & Sunarno, S. (2014) · doi:10.15294/upej.v3i1.3113
Impact of Video Presentation Features on Instructional Achievement and Intrinsic Motivation in Secondary School Learners
Bland, R. B. (2012) · doi:10.12794/metadc177179
Effects of informative feedback on the regulation of achievement goals
Han, C. (2013) · Texas ScholarWorks (Texas Digital Library)
TRAINING AN IMPLICIT REASONING STRATEGY: ENGAGING SPECIFIC REASONING PROCESSES TO ENHANCE KNOWLEDGE ACQUISITION by
Vowels, C. L. (2008) · K-State Research Exchange (Kansas State University)
Understanding the Hypercorrection Effect: Why High-Confidence Errors are More Likely to be Corrected
Fazio, L. K. (2010) · DukeSpace (Duke University)
The Decisive Dozen: Research Background Abridged
Thalheimer, W. (2013)
A Brief Review of the Literature on Test Feedback
Schippers, L. J. (2012)
Moving Beyond the Verbal Learning Domain: An Empirical Investigation of the Effectiveness of Feedback Parameters on Learning.
Kelley, C. M. (2014) · NCSU Libraries Repository (North Carolina State University Libraries)
Cues for Better Writing
Vijayasarathy, L. R., Gould, S. M., & Gould, M. (2015) · Business and Professional Communication Quarterly · doi:10.1177/2329490615594801
Running head: FEEDBACK AND SPACING EFFECTS
Smith, T. A., & Kimball, D. R. (2010)
Formative Assessment: Comparing Immediate and Delayed Feedback
Williams, J. W. (2012) · JMU Scholoraly Commons (James Madison University)
The Effects of Item-by-Item Feedback during a Computer Adaptive Test.
Gasperson, S. M. (2014) · NCSU Libraries Repository (North Carolina State University Libraries)
Retention across pedagogies
Larkin, R. (2015) · JMU Scholoraly Commons (James Madison University)
Using computer-adaptive quizzing as a tool for NCLEX-RN success
Pence, J. N. (2016) · W. S. Hoole Special Collections Library Manuscript Collections
Industrial and Manufacturing Systems Engineering Conference Proceedings and Posters Industrial and Manufacturing Systems Engineering
Kalvelage, K. J., & Dorneich, M. C. (2014)
Avaliação e feedback de desempenho de estudantes na educação a distância Evaluación y feedback del desempeño de estudiantes en la educación a distancia Assessment and Feedback of Students' Performance in Distance Education Courses
Archer, A. B., Crispim, A. C., & Cruz, R. M. (2016) · Dialnet (Universidad de la Rioja)
Introduction to the 2017 J. Don Read Early Career Award from the Society for Applied Research in Memory and Cognition: Andrew C. Butler.
Roediger, H. L., III (2018) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2018.07.004
Memory in Educational Settings
Yan, V. X., & Wang, L. (2018) · doi:10.1093/obo/9780199828340-0230
issues in feedback learning
Abdullah, R. (2018) · Advances in Social Sciences Research Journal · doi:10.14738/assrj.511.5528
Pan and Rickard (2018) Transfer of test-enhanced learning meta-analysis (preprint)Preprint
Pan, S. C. (2018) · PsyArXiv (OSF Preprints) · doi:10.31234/osf.io/4qpyn · Cited by 1
Adaptive E-Learning as a Possible Solution to Counter Heterogeneity in Classrooms? English Grammar Seen Through Cognitive Psychology and Psychometric Methods
Villessèche, J., Oriez, S., Besnard, A.-L., Bohec, O. L., Quaireau, C., Noël, Y., de la Haye, F., Jérémie, N., & Lavandier, K. (2019) · Recherche et pratiques pédagogiques en langues de spécialité · doi:10.4000/apliut.6701
Review article: New directions in medical education related to anesthesiology and perioperative medicine Article de synthese: Nouvelles orientations en formation medicale liees al'anesthesiologie et ala medecine perioperatoire
Bould, M. D., Naik, N., & Hamstra, S. J. (2012)
Exploring English Learners’ Intentions to Switch to Mobile Assisted Language Learning (MALL): Push and Pull Framework
Jung, H. (2018) · English21 · doi:10.35771/engdoi.2018.31.4.016
The role of retrieval type and feedback in test-potentiated new learningPreprint
Pavlić, M., Vlašiček, D., & Ivanec, D. (2019) · PsyArXiv (OSF Preprints) · doi:10.31234/osf.io/gfwt4
Impact of Feedback Timing on Teaching Competence of Pre-Service English Teachers
Choe, Y. (2019) · Universal Journal of Educational Research · doi:10.13189/ujer.2019.071233
Feedback Learning In Faculty of Hotel & Tourism, UiTM Terengganu: A millennial’s Perspectives
Abdullah, R. (2019) · Advances in Social Sciences Research Journal · doi:10.14738/assrj.611.7360
Practice tests improve performance, increase engagement and protect from psychological distress
Marlin, S., English, T., Morley, L., O’Keefe-Quinn, T., & Whitfield, P. (2020) · International Conference on Higher Education Advances (HEAd) · doi:10.4995/head20.2020.11151
Feedback mechanisms in automated emergency management training.
Guardascione, M., & Milewski, A. E. (2010) · ISCRAM
Creating an Infrastructure to Deliver Meaningful Feedback to Nursing Students
Stefaniak, J. E., & Ross, M. E. (2020) · Advances in medical education, research, and ethics (AMERE) book series · doi:10.4018/978-1-7998-5092-2.ch008

Authors: Butler, A. C., Karpicke, J. D., & Roediger, H. L.
Affiliations: Washington University in St. Louis (US)
ORCID: Butler, Andrew C.
Karpicke, Jeffrey D.
Venue: Journal of Experimental Psychology: Applied
Publisher: American Psychological Association (APA)
Published: 2007
Volume: 13
Issue: 4
Pages: 273-281
ISSN: 1076-898X (ISSN-L)
1939-2192
DOI: 10.1037/1076-898x.13.4.273
OpenAlex: W2122370331
Cited by: 321
References: 34
Citations by year: 2026: 3 · 2025: 20 · 2024: 12 · 2023: 16 · 2022: 14 · 2021: 20 · 2020: 28 · 2019: 26 · 2018: 30 · 2017: 17 · 2016: 23 · 2015: 17 · 2014: 23 · 2013: 20 · 2012: 14
FWCI: 4.82
Type: journal article
Language: en
Open access: closed
Locations: Journal of Experimental Psychology Applied (publishedVersion)
PubMed (publishedVersion)
Funders: James S. McDonnell Foundation
Institute of Education Sciences
Topics: Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Keywords: feedback timing, delayed feedback, immediate feedback, multiple-choice tests, test-based learning, cued recall, prose reading
MeSH terms: Choice Behavior, Educational Measurement, Feedback, Humans, Learning, Time Factors

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

The effect of type and timing of feedback on learning from multiple-choice tests.

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks