Untangling the benefits of multiple study opportunities and repeated testing for cued recall

By W. Cull. 2000

270 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/b12194d65ccf6f07f243aae717d0b63a46b0434f

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In Cognitive Neuroscience

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice (2012, background): “works best when feedback is given after testing (Butler & Roediger, 2008; Cull, 2000), but the effects are often surprisingly powerful even without feedback (Butler, Karpicke, & Roediger, 2008).”
Improving students’ self-evaluation of learning for key concepts in textbook materials (2007, methodology): “For example, Cull (2000) presented individuals with vocabulary word pairs (e.g., ‘‘handsel � payment’’) for an initial study trial.”
Class Attendance in College (2010, background): “Both distributed practice and overlearning have been linked to higher exam scores and better long-term retention of material (e.g., Cepeda, Pashler, Vul, Wixted, & Rohrer, 2006; Cull, 2000; Donovan & Radosevich, 1999; Peladeau, Forget, & Gagne, 2003).”
Application of the Testing and Spacing Effects to Name Learning (2005, methodology): “19: 619–636 (2005) effect of testing and spacing has been reported in a number of prior studies using verbal materials (Cull, 2000; Cull et al., 1996; Glover, 1989; Izawa, 1992; Modigliani & Hedges, 1987).”
Is Expanded Retrieval Practice a Superior Form of Spaced Retrieval? A Critical Review of the Extant Literature. (2007, background): “TABLE 6.2 Results from Cull et al. (1996), and Cull (2000) Studies”
Successful Lecturing: Presenting Information in Ways That Engage Effective Processing (2002, background): “Retrieval practice has been shown to be a powerful learning tool (Cull, 2000; Bjork, 1988).”
Ten benefits of testing and their applications to educational practice. (2011, background): “In fact, Detterman (1993) maintained that experiments investigating transfer are insignificant unless they are able to obtain far transfer on a number of dimensions.”
Distributed practice in verbal recall tasks: A review and quantitative synthesis. (2006, methodology): “One researcher (Tsai, 1927) found better performance with expanding study intervals, one (Cull, 2000) found better performance with fixed study intervals, and one (Clark, 1928) found no difference between fixed and expanding intervals.”
Why Tests Appear to Prevent Forgetting: A Distribution-Based Bifurcation Model. (2011, background): “For example, Cull (2000) concluded that in his data, ‘‘the benefits of testing were amplified as the delay between the last review and the final test increased.”
The effects of overlearning and distributed practise on the retention of mathematics knowledge (2006, background): “Subsequent retention is often greater if practise is distributed rather than massed—a finding known as the spacing effect (e.g. Baddeley & Longman, 1978; Bloom & Shuell, 1981; Cull, 2000; Fishman, Keller, & Atkinson, 1968; Seabrook, Brown, & Solity, 2005).”
Recent Research on Human Learning Challenges Conventional Instructional Strategies (2010, background): “More recent studies, however, have shown that a combination of study and tests is more effective than spending the same amount of time reviewing the material in some other way, such as rereading it (e.g., Carrier & Pashler, 1992; Cull, 2000; for reviews, see McDaniel, Roediger, & McDermott, 2007; Ro”
EFFECTS OF EXPANDING AND EQUAL SPACING ON SECOND LANGUAGE VOCABULARY LEARNING (2015, background): “…noted in the Review of the Literature section, 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 ).”
When Is Practice Testing Most Effective for Improving the Durability and Efficiency of Student Learning? (2012, methodology): “Finally, although practice testing is consistently more effective than restudy, combining practice tests with restudy is typically more effective than either testing or restudy alone (e.g., Agarwal et al. 2008; Butler and Roediger 2008; Carpenter et al. 2009; Cull 2000; Pyc and Rawson 2010).”