Ten benefits of testing and their applications to educational practice.

By H. Roediger III, Adam L. Putnam, Megan A. Smith. 2011

380 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Cognitive Neuroscience, Education

View Paper: https://www.semanticscholar.org/paper/619a0bc5a985a55d7ea6b8fb1bf2b1c727522597

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Tamara van Gog
2. John Sweller
3. John Dunlosky
4. Katherine A. Rawson
5. Fred Paas
6. J. V. van Merriënboer
7. Slava Kalyuga
8. Alexander Renkl

In Cognitive Neuroscience

1. Tamara van Gog
2. John Dunlosky
3. Katherine A. Rawson
4. John Sweller
5. J. V. van Merriënboer
6. Fred Paas
7. Slava Kalyuga
8. Michelle L. Rivers

In Education

1. Tamara van Gog
2. John Sweller
3. Katherine A. Rawson
4. John Dunlosky
5. S. Grogan
6. Fred Paas
7. J. V. van Merriënboer
8. Paul A. Kirschner

Citations in the corpus

• A randomized controlled trial of interleaved mathematics practice. (2019, neutral): “…to retrieve information, when followed by feedback, is a learning strategy known as retrieval practice, and it has proven superior to other strategies (such as rereading the information) in many dozens of studies with verbal materials (Dunlosky et al., 2013; Roediger, Putnam, & Smith, 2011).”
• Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases (2015, background): “The explanation of Tran et al. (2015) for these findings is in line with this element interactivity perspective: BFor the retrieval practice condition, participants must actively recall multiple premises and check whether the premises recalled are relevant to the presented inference question (i.”
• Evaluating the Perceived Stress Scale among UK university students: implications for stress measurement and management (2019, background): “The beginning of the academic year is typically a point when student focus is forward (prospective) rather than retrospective and reactive (Roediger, Putnam, and Smith 2011).”
• The Power of Successive Relearning: Improving Performance on Course Exams and Long-Term Retention (2013, background): “Testing effects and spacing effects are two of the oldest and most robust effects in cognitive psychology, with more than a century of research establishing the potency of each of these techniques for enhancing learning and memory (for reviews, see Cepeda et al. 2006; Dunlosky et al. 2013; Roediger ”