References for Practice and Frequent Testing

Benjamin, A. S., & Tullis, J. (2010). What makes distributed practice effective? Cognitive Psychology, 61, 228–247.

Carpenter, S. K., Pashler, H., & Cepeda, N. J. (2009). Using tests to enhance 8th grade students’ retention of US history facts. Applied Cognitive Psychology23(6), 760-77

Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132, 354–380.

Dempster, F. N., & Farris, R. (1990). The spacing effect: Research and practice. Journal of Research and Development in Education, 23, 97–101.

Kapler, I.V., Weston, M., & Wiseheart, M (2014). Spacing in a simulated undergraduate classroom: Long-term benefits for factual and higher level learning. Learning and Instruction

McDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., & Roediger, H. L. (2011). Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement. Journal of Educational Psychology, 103, 399-414. doi.10.1037/a0021782.

McDaniel, M. A., Thomas, R. C., Agarwal, P. K, McDermott, K. B, & Roediger, H. L. (2013). Quizzing in middle school science: Successful transfer performance on classroom exams. Applied Cognitive Psychology, 27, 360-372.

McDermott, K. B., Agarwal, P K., D’Antonio, L., Roediger, H. L., III, & McDaniel, M. A. (2014). Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high school classes. Journal of Experimental Psychology: Applied, 20, 3-21.

Rawson, K. A., & Dunlosky, J. (2011). Optimizing schedules of retrieval practice for durable and efficient learning: How much is enough? Journal of Experimental Psychology: General, 140, 283–302.

Roediger, H. L., III, Agarwal, P. K., McDaniel, M. A., & McDermott, K. (2011). Test-enhanced learning in the classroom: Long-term improvements from quizzing. Journal of Experimental Psychology: Applied, 17, 382-395.

Roediger, H. L., III, & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15, 20–27.

Shroyer, J., Mozer, M. & H. Pashier (2014). Students remember more with personalized review even after classes end.  APS News