Retrieval-Based Learning: A Perspective for Enhancing Meaningful Learning

By Jeffrey D. Karpicke, Phillip J. Grimaldi. 2012

216 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/610a8f62e91ef013a6adb11c9830fe83f6be0350

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning (2020, background): “…and selfregulated learning have included discussions of specific components of metacognition with regard to testing (e.g., Bjork et al. 2013; Karpicke 2012; Karpicke and Grimaldi 2012; Kornell and Finn 2016; Roediger et al. 2011), and to foreshadow, many statements in this review may…”
Retrieval-Based Learning (2012, background): “…in all three conditions, and students in the repeated-retrieval condition only recalled and did not restudy the text, yet active retrieval produced the best long-term retention (for further discussion of metacognitive awareness of the effects of retrieval practice, see Karpicke & Grimaldi, 2012).”
The learning benefits of teaching: A retrieval practice hypothesis (2018, unknown): “…well established and documented in the literature (e.g., Agarwal, Karpicke, Kang, Roediger, & McDermott, 2008; Butler & Roediger, 2007; Chan & McDermott, 2007; Kang, McDermott, & Roediger, 2007; McDaniel, Howard, & Einstein, 2009; see, also, Karpicke & Grimaldi, 2012, for a comprehensive review).”
Spaced Repetition Promotes Efficient and Effective Learning (2016, background): “In a recent issue of this journal, Benjamin and Pashler (2015) argued that testing can be a valuable educational tool for promoting learning (see also reviews by Carpenter, 2012; Karpicke & Grimaldi, 2012; Roediger & Butler, 2011).”
Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases (2015, background): “…of those studies used Beducationally relevant materials,^ and the relevance of the testing effect for classroom learning is increasingly being stressed in the literature (e.g., Agarwal et al. 2012; Fiorella and Mayer 2015; Karpicke and Grimaldi 2012; Roediger et al. 2011b; Roediger and Pyc 2012a).”
Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms (2019, methodology): “First, the term “retrieval practice” has become more commonly used in the research literature to encompass various forms of retrieval during initial learning, including both recall and recognition (e.g., Karpicke 2012).”
Separate mnemonic effects of retrieval practice and elaborative encoding (2012, background): “The fact that repeated retrieval produces learning is surprising because it represents learning that occurs even after people have carried out encoding processes that are sufficient to support successful retrieval (see Karpicke, in press; Karpicke & Grimaldi, 2012).”
Eight Ways to Promote Generative Learning (2016, result): “Overall, this study and many others demonstrate that self-testing promotes long-term retention of meaningful learning materials, even though students may not realize its learning benefits (Karpicke and Grimaldi 2012).”