The Limited Benefits of Rereading Educational Texts.
By A. Callender, Mark A. McDaniel. 2009
192 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/294a947b30550ddf6d2a9c4bd528c685c7c3b7e9
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Jeffrey D. Karpicke
- Narayankripa Sundararajan
- P. Agarwal
- Dominic A. Trevisan
- Olusola O. Adesope
- Andrew C. Butler
- H. Roediger III
- R. Slavin
Citations in the corpus
- Cooperative learning in elementary schools† (2015, background): “Research in cognitive psychology has long held that if information is to be retained in memory and related to information already in memory, the learner must engage in some sort of cognitive restructuring, or elaboration, of the material (Callender and McDaniel 2009; Schunk 2012).”
- Cooperative learning and academic achievement: why does groupwork work? (2014, background): “Research in cognitive psychology has long held that if information is to be retained in memory and related to information already in memory, the learner must engage in some sort of cognitive restructuring, or elaboration, of the material (Callender & McDaniel, 2009; Schunk, 2012).”
- Rethinking the Use of Tests: A Meta-Analysis of Practice Testing (2017, background): “Practical Implications Previous studies show that most students rely on rereading textbooks, notes, and other study materials (Karpicke et al., 2009), which has been found to be ineffective (Callender & McDaniel, 2009).”
- Metacognitive strategies in student learning: Do students practise retrieval when they study on their own? (2009, background): “The testing effect is especially striking in light of current findings showing limited benefits of repeated reading for student learning (see Callender & McDaniel, 2009; McDaniel & Callender, 2008).”
- Retrieval Practice & Bloom’s Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning? (2019, result): “…difficulties framework suggests that delayed test performance will be greater following retrieval practice compared with restudying or no quizzes, consistent with previous research (e.g., Agarwal, Karpicke, Kang, Roediger, & McDermott, 2008; Callender & McDaniel, 2009; Carrier & Pashler, 1992).”