Application of the Testing and Spacing Effects to Name Learning

By Shana K. Carpenter, Edward L. Delosh. 2005

234 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Social Psychology

View Paper: https://www.semanticscholar.org/paper/af2a8419abb8e3a1b9fa5b48b8e4515a01dece4a

How researchers see this paper

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

In Cognitive Neuroscience

1. D. Rohrer
2. Megan A. Smith
3. David A. Balota
4. Adam L. Putnam
5. H. Roediger III
6. Tatsuya Nakata
7. Peter F Delaney
8. Jessica M. Logan

In Social Psychology

1. David A. Balota
2. H. Roediger III
3. Tatsuya Nakata
4. Peter F Delaney
5. Peter P. J. L. Verkoeijen
6. Kelli M. Taylor
7. Arie S. Spirgel
8. D. Rohrer

Citations in the corpus

• The shuffling of mathematics problems improves learning (2007, background): “Test performance is generally superior after practice that is spaced rather than massed— a finding known as the spacing effect (e.g., Bahrick, Bahrick, Bahrick, & Bahrick, 1993; Bjork, 1979, 1988, 1994; Bloom & Shuell, 1981; Carpenter & DeLosh, 2005; Reynolds & Glaser, 1964; Smith & Rothkopf, 1984).”
• Is Expanded Retrieval Practice a Superior Form of Spaced Retrieval? A Critical Review of the Extant Literature. (2007, background): “Hence, the Balota et al. results converge nicely with the recent Cull (2000) and Carpenter and DeLosh (2005) studies and extends this pattern to both healthy older adults and individuals with early stage Alzheimer’s disease.”
• Ten benefits of testing and their applications to educational practice. (2011, background): “We could add dozen more experiments to this section on the basic testing effect (e.g., Carpenter & DeLosh, 2005, 2006; Cull, 2000; Pyc & Rawson, 2007), but we will desist.”
• Spacing and Testing Effects: A Deeply Critical, Lengthy, and At Times Discursive Review of the Literature (2010, methodology): “The introduction of the continuous recognition procedure makes this a testing effect study rather than a spacing study, and we will later see that testing only benefits items that are successfully retrieved during the test (e.g., Carpenter & DeLosh, 2005).”
• The effects of overlearning and distributed practise on the retention of mathematics knowledge (2006, background): “(Incidentally, practise can be spaced within a session by presenting material on two different trials with at least one intervening unrelated trial, e.g. Carpenter & DeLosh, 2005; Greene, 1989; Toppino, 1991, but the present paper focuses on the effect of distributing practise across sessions.)”
• EFFECTS OF EXPANDING AND EQUAL SPACING ON SECOND LANGUAGE VOCABULARY LEARNING (2015, background): “Note that when comparing the effects of different relative spacing schedules, the spacing schedules need to have equivalent absolute spacing (e.g., Carpenter & DeLosh, 2005 ; Cull, 2000 ; Cull et al., 1996 ; Karpicke & Roediger, 2007 ; Logan & Balota, 2008 ).”