Rereading Effects Depend on Time of Test.

By Katherine A. Rawson, Walter Kintsch. 2005

160 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/c24f4707bf35beb28345a0affa23eece10659016

How researchers see this paper

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

In Developmental and Educational Psychology

1. Jeffrey D. Karpicke
2. Sean H. K. Kang
3. Andrew C. Butler
4. H. Roediger III
5. Michelle L. Rivers
6. John Dunlosky
7. P. Agarwal
8. Richard E. Mayer

In Experimental and Cognitive Psychology

1. Andrew C. Butler
2. H. Roediger III
3. Sean H. K. Kang
4. Jeffrey D. Karpicke
5. Olusola O. Adesope
6. D. Rohrer

Citations in the corpus

• Spaced Repetition Promotes Efficient and Effective Learning (2016, background): “While massed practice might appear more effective than spaced practice in the short term, spaced practice produces durable long-term learning (see Rawson & Kintsch, 2005, for similar findings regarding rereading of text passages on immediate vs. delayed recall).”
• Metacognitive strategies in student learning: Do students practise retrieval when they study on their own? (2009, background): “This is especially true when repeated readings are massed together in a single learning session, although spaced rereading tends to produce positive effects ( Rawson & Kintsch, 2005 ).”