The importance of retrieval failures to long-term retention: A metacognitive explanation of the spacing effect

By H. P. Bahrick, L. K. Hall. 2005

193 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/eaf1fc8e799da2c400c9e3c79b50ff1b88abb731

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. H. Roediger III
2. Kathleen B. McDermott
3. Margaretha W. J. van de Wiel
4. Martijn P. F. Berger
5. Peter F Delaney
6. Peter P. J. L. Verkoeijen
7. T. Imbos
8. Arie S. Spirgel

In Cognitive Neuroscience

1. H. Roediger III
2. Kathleen B. McDermott
3. Nina Kraus
4. Patrick C. M. Wong
5. Judy H. Song
6. Peter F Delaney
7. Peter P. J. L. Verkoeijen
8. Arie S. Spirgel

In Developmental and Educational Psychology

1. H. Roediger III
2. Nina Kraus
3. Judy H. Song
4. Erika Skoe
5. Patrick C. M. Wong
6. Margaretha W. J. van de Wiel
7. Martijn P. F. Berger
8. Peter F Delaney

Citations in the corpus

• Plasticity in the adult human auditory brainstem following short-term linguistic training (2008, background): “Thus, in order to compete with entrenched circuitry and facilitate plasticity, effective attentional shifts and repeated presentations of the content are required ( Bahrick & Hall, 2004; Lively, Logan, & Pisoni, 1993).”
• Test format and corrective feedback modify the effect of testing on long-term retention (2007, background): “For instance, Bahrick and Hall (2005) proposed that retrieval failures are informative to subjects, and can spur them to modify their encoding strategies during subsequent presentations of the target material.”
• The effect of distributed practice on students’ conceptual understanding of statistics (2011, background): “Distributed practice is defined as study activities with intervals (e.g., Bahrick and Hall 2005).”
• Spacing and Testing Effects: A Deeply Critical, Lengthy, and At Times Discursive Review of the Literature (2010, background): “Bahrick and Hall (2005) have argued for item-specific strategy changes in cued recall, such that when people see a pair again, if they retrieve their earlier association they will strengthen it.”
• The Power of Successive Relearning: Improving Performance on Course Exams and Long-Term Retention (2013, unknown): “Given the implications of successive relearning for promoting student learning and the voluminous literatures on testing and spacing more generally, it is surprising that only five other studies have examined successive relearning since Bahrick’s seminal work in 1979 (Bahrick et al. 1993; Bahrick an”