Practice tests, spaced practice, and successive relearning: tips for classroom use and for guiding students’ learning.

Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology

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The power of testing memory: Basic research and implications for educational practice

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Distributed practice in verbal recall tasks: A review and quantitative synthesis.

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Interactive Multimodal Learning Environments

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Self-Regulated Learning: Beliefs, Techniques, and Illusions

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Metacognitive strategies in student learning: Do students practise retrieval when they study on their own?

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Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia

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The promise and perils of self-regulated study

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Study strategies of college students: Are self-testing and scheduling related to achievement?

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Interpolated memory tests reduce mind wandering and improve learning of online lectures

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Promoting Transfer: Effects of Self-Explanation and Direct Instruction

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Test-enhanced learning in the classroom: Long-term improvements from quizzing.

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Impoverished cue support enhances subsequent retention: Support for the elaborative retrieval explanation of the testing effect

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Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement.

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Maintenance of knowledge: Questions about memory we forgot to ask.

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Practice and Forgetting Effects on Vocabulary Memory: An Activation‐Based Model of the Spacing Effect

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Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice.

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Optimizing schedules of retrieval practice for durable and efficient learning: How much is enough?

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Instructor and student knowledge of study strategies.

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Testing Enhances the Transfer of Learning

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Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high school classes.

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Generation and precision of elaboration: Effects on intentional and incidental learning.

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Explanation feedback is better than correct answer feedback for promoting transfer of learning.

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The Power of Successive Relearning: Improving Performance on Course Exams and Long-Term Retention

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The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems

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Focusing on How Students Study

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Delaying feedback promotes transfer of knowledge despite student preferences to receive feedback immediately.

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Measuring study time distributions: Implications for designing computer-based courses

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Relearning attenuates the benefits and costs of spacing.

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A Multisite Study of Learning in Introductory Psychology Courses

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Interleaved Practice Improves Mathematics Learning

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Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis

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The cognitive challenges of effective teaching

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How Study Environments Foster Academic Procrastination: Overview and Recommendations

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Note-taking habits of 21st Century college students: implications for student learning, memory, and achievement

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The Testing Effect in the Psychology Classroom: A Meta-Analytic Perspective

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Educational Theories and Learning Analytics: From Data to Knowledge

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Utilizing Learning Analytics to Support Study Success

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A Practical Review of Mastery Learning

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A Meta-Analysis of Ten Learning Techniques

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Students’ Use of Retrieval in Self-Regulated Learning: Implications for Monitoring and Regulating Effortful Learning Experiences

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Examining the Testing Effect in University Teaching: Retrievability and Question Format Matter

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Measuring Metacognitive Knowledge, Monitoring, and Control in the Pharmacy Classroom and Experiential Settings

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Testing and metacognition: retrieval practise effects on metacognitive monitoring in learning from text

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Metacognitive illusion or self-regulated learning? Assessing engineering students’ learning strategies against the backdrop of recent advances in cognitive science

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Adaptive Education: Learning and Remembering with a Stone-Age Brain

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Study Habits and Procrastination: The Role of Academic Self-Efficacy

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A systematic – Review of academic stress intended to improve the educational journey of learners

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Happy Together? On the Relationship Between Research on Retrieval Practice and Generative Learning Using the Case of Follow-Up Learning Tasks

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Learning Analytics for Self-Regulated Learning

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Predicting University Students’ Exam Performance Using a Model-Based Adaptive Fact-Learning System

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The coverage of distributed practice and retrieval practice in Flemish and Dutch teacher education textbooks

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Integrative Transfer of Learning Model and Implications for Higher Education

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Utility value interventions: Why and how instructors should use them in college psychology courses.

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Where does culture belong at school? Exploring the role of individualism and power distance in school belonging across cultures

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Practice What We Teach

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Adaptive retrieval practice with multiple‐choice questions in the university classroom

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Improving Students’ Study Habits and Course Performance With a “Learning How to Learn” Assignment

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The Effects of Different Feedback Types on Learning With Mobile Quiz Apps

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Metamemory: An Update of Critical Findings

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Improving Workforce Readiness Skills Among Community College Adult Learners Through New Technologies:

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Creating the University of the Future

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Engineering Motivation Using the Belief-Expectancy-Control Framework

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Another Victim of COVID-19

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A learning management system-based approach to assess learning outcomes in operations management courses

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Digital Methods of Delivering Education and Training in Neuropsychology

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Self-reported Learning and Study Strategies in First and Second Year Medical Students

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Call it out: Recognizing good teaching and learning.

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Challenges of Shaping Student Study Strategies for Success

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The Distributed Practice Effect on Classroom Learning: A Meta-Analytic Review of Applied Research

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Testing and transfer: Retrieval practice effects across test formats in English vocabulary learning in school

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Surviving with story characters: What do we remember?

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How does interest in a course interact with course learning?

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Empirically Founded Teaching in Psychology – An Example for the Combination of Evidence-based Teaching and the Scholarship of Teaching and Learning

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Metacognition Modules: A Scaffolded Series of Online Assignments Designed to Improve Students’ Study Skills

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Evaluation of a Practice System Supporting Distributed Practice for Novice Programming Students

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Student Responses to Spaced Practice in Two Large Gateway Chemistry Courses

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Is Face-to-Face Scrambled Teaching Practice Supervision Effective Amidst Natural Disasters and Pandemics? The Teaching Practice Students’ Perspectives

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Comparing Review Strategies in the Classroom

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Teaching Students to Learn Better in Introductory Psychology: A Replication and Extension Study

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An Evaluation of Production Versus Error-Recognition Techniques for Teaching APA-Style Citations and References

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Awareness and Implementation of Evidence-Based Learning Strategies Among STEM Faculty

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Optimizing Fact-Learning with a Response-Latency-Based Adaptive SystemPreprint

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Development of a Computerized Adaptive Assessment and Learning System for Mathematical Ability Based on Cognitive Diagnosis

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Becoming Better Learners, Becoming Better Teachers: Augmenting Learning via Cognitive and Motivational Theories

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Evidence and Theory for why the Best Example-Problem Ratio To Optimize Learning Gain Depends on Knowledge Content

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Teachers’ Knowledge of Students’ Learning Strategies: Recommendations and Evaluations

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Teachers’ Beliefs about Memory: A Vignette Study of Trainee and In-Service Teachers

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Guiding questions promote learning of expository text for less-skilled readers.

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Explaining forgetting at different timescales requires a time-variant forgetting functionPreprint

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A Metacognitive Instructional Guide to Support Effective Studying Strategies

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Multimodal Effort Profiles and Children's Performance: Cognitive, Physiological and Physical Dimensions

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The Enactment Of Cognitive Science Informed Approaches In The Classroom - Teacher Experiences And Contextual Dimensions

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Test Format, Learning Confidence, and Perceptions of Teaching Effectiveness

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Thinking about Metacognitive Instruction

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Can Fragmentation Learning Promote Students’ Deep Learning in C Programming?

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Challenges of Shaping Student Study Strategies for Success: Replication and Extension

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Will they or won't they make it in time? The role of contextual and behavioral predictors in reaching deadlines of mandatory assignments

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The Impact of a Science Center Student Lab Project on Subject Attitudes Toward STEM Subjects and Career Choices in STEM Fields

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Adaptive Instruction: A Case Study of Gamified Practice and Testing in a Large Introductory Psychology Course

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Testen als evidenzbasierte Lernmethode: Empirische und theoretische Gründe für eine Anwendung im Unterricht

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Active Learning and Integrated Assessment: Minerva’s Approach to Teaching Future Skills

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“They Need to Read More”: Helping Trainees Who Struggle with Knowledge Base

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The effects of practice testing and feedback on learners’ performance and persistence in a massive open online course

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Making Connections: Ensuring Strength of the Civil Engineering Curriculum

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Kommentare zum Positionspapier zu Lindner, M. A. et al (2021). Ein Plädoyer zur Qualitätssicherung schriftlicher Prüfungen im Psychologiestudium

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