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

By Katherine A. Rawson, John Dunlosky, Sharon M. Sciartelli. 2013

119 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/ab9fe6e3290d62086cba93ed67cea421f75eba08

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. Juliane Schwieren
2. Stephan Dutke
3. Jonathan Barenberg

In Cognitive Neuroscience

1. Juliane Schwieren
2. Stephan Dutke
3. Jonathan Barenberg

Citations in the corpus

• Authentic assessment: creating a blueprint for course design (2018, background): “The results show that the stability in students’ performance is greater in items that measure complex cognitive abilities (Rawson, Dunlosky, and Sciartelli 2013), suggesting that assessing higher-order cognitive performance generates a level of learning that lasts over time.”
• The Testing Effect in the Psychology Classroom: A Meta-Analytic Perspective (2017, background): “…et al. , 2009 Daniel & Broida, 2004 Downs, 2015 Howard, 2011 Johnson & Kiviniemi, 2009 Khanna, 2015 Lyle & Crawford, 2011 McDaniel et al., 2007 Rawson et al., 2013 Saville et al., 2012 Schwede et al. , 2015 Shapiro & Gordon, 2012 Stenlund et al., 2016 Vojdanoska et al., 2010 Wiklund−Hörnqvist…”