Retrieval Mode Distinguishes the Testing Effect from the Generation Effect.

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Retrieval-Based Learning (2012, background): “Every time a person retrieves knowledge, that knowledge is changed, because retrieving knowledge improves one’s ability to retrieve it again in the future (Karpicke & Roediger, 2007, 2008; Karpicke & Zaromb, 2010).”
Retrieval-Based Learning: A Perspective for Enhancing Meaningful Learning (2012, unknown): “A series of experiments by Karpicke and Zaromb (2010) directly compared the effects of generating words to the effects of actively retrieving words.”
Rethinking the Use of Tests: A Meta-Analysis of Practice Testing (2017, methodology): “Then, in the testing condition, participants are presented with a new word list and simply have to recall whether a word was presented previously (see Carpenter & DeLosh, 2006; Jacoby, Wahlheim, & Coane, 2010; Karpicke & Zaromb, 2010, Exp. 3).”
Learning with retrieval-based concept mapping. (2014, methodology): “We followed Tulving’s (1964) method to analyze the correspondence in recall of individual idea units across two tests (see also Karpicke & Zaromb, 2010).”
Learning mathematics through algorithmic and creative reasoning (2014, background): “Nevertheless, as Karpicke and Zaromb (2010) pointed out, self-generation cannot be regarded as involving the same processes that were used when explicitly being asked to retrieve memory-based information.”