Published in J Exp Psychol Gen on November 01, 2006
Dissociable neural mechanisms for goal-directed versus incidental memory reactivation. J Neurosci (2013) 0.89
Testing to enhance retention in human anatomy. Anat Sci Educ (2011) 0.85
Investigating the effects of exam length on performance and cognitive fatigue. PLoS One (2013) 0.81
A cognitive-science based programme to enhance study efficacy in a high and low risk setting. Eur J Cogn Psychol (2007) 0.80
Explanation can cause Forgetting: Memory Dynamics in the Generation of New Arguments. Psychon Bull Rev (2017) 0.78
Memory accessibility and medical decision-making for significant others: the role of socially shared retrieval-induced forgetting. Front Behav Neurosci (2013) 0.75
Mechanisms behind the testing effect: an empirical investigation of retrieval practice in meaningful learning. Front Psychol (2015) 0.75
The Testing Effect and Far Transfer: The Role of Exposure to Key Information. Front Psychol (2016) 0.75
Affective state influences retrieval-induced forgetting for integrated knowledge. PLoS One (2013) 0.75
Testing can counteract proactive interference by integrating competing information. Mem Cognit (2015) 0.75
Development and validation of an assessment tool for a national young worker curriculum. Am J Ind Med (2016) 0.75
Group discussions and test-enhanced learning: individual learning outcomes and personality characteristics. Educ Psychol (Lond) (2016) 0.75
Observing the Testing Effect using Coursera Video-Recorded Lectures: A Preliminary Study. Front Psychol (2016) 0.75
Episodic and Semantic Memory Contribute to Familiar and Novel Episodic Future Thinking. Front Psychol (2016) 0.75
On the reliability of retrieval-induced forgetting. Front Psychol (2014) 0.75
Optimizing learning in undergraduate psychology students: the impact of advance quizzing, review, and classroom attendance. Cogn Res Princ Implic (2017) 0.75
The critical importance of retrieval for learning. Science (2008) 6.23
Test-enhanced learning in medical education. Med Educ (2008) 5.82
Neural substrates of envisioning the future. Proc Natl Acad Sci U S A (2007) 2.94
Policy forum: studying eyewitness investigations in the field. Law Hum Behav (2007) 2.70
Repeated testing improves long-term retention relative to repeated study: a randomised controlled trial. Med Educ (2009) 2.17
The relationship between working memory capacity and executive functioning: evidence for a common executive attention construct. Neuropsychology (2010) 1.94
Metacognitive strategies in student learning: do students practise retrieval when they study on their own? Memory (2009) 1.94
The contributions of prefrontal cortex and executive control to deception: evidence from activation likelihood estimate meta-analyses. Cereb Cortex (2008) 1.87
Congruity effects between materials and processing tasks in the survival processing paradigm. J Exp Psychol Learn Mem Cogn (2009) 1.78
Comparative effects of test-enhanced learning and self-explanation on long-term retention. Med Educ (2013) 1.73
Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention. J Exp Psychol Learn Mem Cogn (2007) 1.72
Explorations in the social contagion of memory. Mem Cognit (2002) 1.66
Retrospective bias in test performance: Providing easy items at the beginning of a test makes students believe they did better on it. Mem Cognit (2010) 1.55
Correcting a metacognitive error: feedback increases retention of low-confidence correct responses. J Exp Psychol Learn Mem Cogn (2008) 1.44
Natural suggestibility in children. Conscious Cogn (2010) 1.43
Episodic future thought and its relation to remembering: evidence from ratings of subjective experience. Conscious Cogn (2007) 1.40
Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Mem Cognit (2008) 1.37
A direct comparison of anterior prefrontal cortex involvement in episodic retrieval and integration. Cereb Cortex (2005) 1.33
Contextual processing in episodic future thought. Cereb Cortex (2008) 1.31
Using popular films to enhance classroom learning: the good, the bad, and the interesting. Psychol Sci (2009) 1.26
The testing effect in recognition memory: a dual process account. J Exp Psychol Learn Mem Cogn (2007) 1.25
Test-enhanced learning in the classroom: long-term improvements from quizzing. J Exp Psychol Appl (2011) 1.21
The mnemonic advantage of processing fitness-relevant information. Mem Cognit (2008) 1.20
Failures to find suppression of episodic memories in the think/no-think paradigm. Mem Cognit (2006) 1.17
Can the survival recall advantage be explained by basic memory processes? Mem Cognit (2008) 1.13
The effect of type and timing of feedback on learning from multiple-choice tests. J Exp Psychol Appl (2007) 1.12
Generalizing test-enhanced learning from the laboratory to the classroom. Psychon Bull Rev (2007) 1.11
The memorial consequences of multiple-choice testing. Psychon Bull Rev (2007) 1.09
Testing during study insulates against the buildup of proactive interference. J Exp Psychol Learn Mem Cogn (2008) 1.08
The importance of seeing the patient: test-enhanced learning with standardized patients and written tests improves clinical application of knowledge. Adv Health Sci Educ Theory Pract (2012) 1.07
Does expanded retrieval produce benefits over equal-interval spacing? Explorations of spacing effects in healthy aging and early stage Alzheimer's disease. Psychol Aging (2006) 1.01
Age differences in veridical and false recall are not inevitable: the role of frontal lobe function. Psychon Bull Rev (2004) 1.01
Reduced false memory after sleep. Learn Mem (2009) 1.00
The effects of associations and aging on illusory recollection. Mem Cognit (2003) 1.00
Attempting to avoid false memories in the Deese/Roediger-McDermott paradigm: assessing the combined influence of practice and warnings in young and old adults. Mem Cognit (2004) 0.99
Automatic processing influences free recall: converging evidence from the process dissociation procedure and remember-know judgments. Mem Cognit (2011) 0.98
The dark side of expertise: domain-specific memory errors. Psychol Sci (2007) 0.98
Aging reduces veridical remembering but increases false remembering: neuropsychological test correlates of remember-know judgments. Neuropsychologia (2008) 0.97
Handedness is related to memory via hemispheric interaction: evidence from paired associate recall and source memory tasks. Neuropsychology (2008) 0.94
Learning facts from fiction: effects of healthy aging and early-stage dementia of the Alzheimer type. Neuropsychology (2005) 0.92
Covert retrieval practice benefits retention as much as overt retrieval practice. J Exp Psychol Learn Mem Cogn (2013) 0.92
Age differences in collaborative memory: the role of retrieval manipulations. Mem Cognit (2009) 0.89
Testing protects against proactive interference in face-name learning. Psychon Bull Rev (2011) 0.89
Collective memories of three wars in United States history in younger and older adults. Mem Cognit (2014) 0.89
Enhancing retention through reconsolidation: negative emotional arousal following retrieval enhances later recall. Psychol Sci (2011) 0.88
Illusory recollection of voices. Memory (2004) 0.88
Eye movements enhance memory for individuals who are strongly right-handed and harm it for individuals who are not. Psychon Bull Rev (2008) 0.88
Imagining the near and far future: the role of location familiarity. Mem Cognit (2011) 0.87
Is expanding retrieval a superior method for learning text materials? Mem Cognit (2010) 0.87
Collective memory: conceptual foundations and theoretical approaches. Memory (2008) 0.87
Test-potentiated learning: distinguishing between direct and indirect effects of tests. J Exp Psychol Learn Mem Cogn (2012) 0.86
In favor of a 'fractionation' view of ventral parietal cortex: comment on Cabeza et al. Trends Cogn Sci (2012) 0.86
Neural signatures of test-potentiated learning in parietal cortex. J Neurosci (2013) 0.86
Survival processing of faces. Mem Cognit (2011) 0.85
The benefits and costs of repeated testing on the learning of face-name pairs in healthy older adults. Psychol Aging (2010) 0.85
The testing effect in free recall is associated with enhanced organizational processes. Mem Cognit (2010) 0.85
Illusions of competence and overestimation of associative memory for identical items: evidence from judgments of learning. Psychon Bull Rev (2007) 0.85
Similarities and differences between working memory and long-term memory: evidence from the levels-of-processing span task. J Exp Psychol Learn Mem Cogn (2010) 0.84
Genetic influences on free and cued recall in long-term memory tasks. Twin Res Hum Genet (2006) 0.84
Does test-induced priming play a role in the creation of false memories? Memory (2004) 0.83
Memorial consequences of answering SAT II questions. J Exp Psychol Appl (2009) 0.83
Does response mode affect amount recalled or the magnitude of the testing effect? Mem Cognit (2013) 0.82
The critical roles of localization and physiology for understanding parietal contributions to memory retrieval. Neuroscientist (2013) 0.81
Interference processes in monkey auditory list memory. Psychon Bull Rev (2003) 0.81
Free recall enhances subsequent learning. Psychon Bull Rev (2013) 0.80
Expectation of a final cumulative test enhances long-term retention. Mem Cognit (2007) 0.80
Individual differences in time perspective predict autonoetic experience. Conscious Cogn (2011) 0.80
The influence of suggestibility on memory. Conscious Cogn (2010) 0.80
Expectancy of an open-book test decreases performance on a delayed closed-book test. Memory (2011) 0.79
Two types of event memory. Proc Natl Acad Sci U S A (2013) 0.79
True and false memories in the DRM paradigm on a forced choice test. Memory (2010) 0.79
The production effect in paired-associate learning: benefits for item and associative information. Mem Cognit (2014) 0.78
Reconsolidation from negative emotional pictures: is successful retrieval required? Mem Cognit (2012) 0.78
Memorial consequences of multiple-choice testing on immediate and delayed tests. Mem Cognit (2010) 0.78
The influence of age on memory for distinctive events. Mem Cognit (2009) 0.78
The effect of forced recall on illusory recollection in younger and older adults. Am J Psychol (2006) 0.78
A comparison of study strategies for passages: rereading, answering questions, and generating questions. J Exp Psychol Appl (2010) 0.78
Interfering effects of retrieval in learning new information. J Exp Psychol Learn Mem Cogn (2013) 0.78
Neuropsychological status in older adults influences susceptibility to false memories. Am J Psychol (2012) 0.77
The effect of question order on evaluations of test performance: how does the bias evolve? Mem Cognit (2012) 0.77
Part-set cuing effects in younger and older adults. Psychol Aging (2004) 0.76
Positive and negative correlations between confidence and accuracy for the same events in recognition of categorized lists. Psychol Sci (2014) 0.76
Neuroscience. Remember when? Science (2011) 0.75
A Deese-Roediger-McDermott study of trauma memory among employees of New York City companies affected by the September 11, 2001, attacks. Ann Clin Psychiatry (2015) 0.75
The Testing Effect in a Social Setting: Does Retrieval Practice Benefit a Listener? J Exp Psychol Appl (2017) 0.75
Comprehension as a basis for metacognitive judgments: effects of effort after meaning on recall and metacognition. J Exp Psychol Learn Mem Cogn (2010) 0.75
Simultaneous Versus Sequential Presentation in Testing Recognition Memory for Faces. Am J Psychol (2015) 0.75
The effects of "effort after meaning" on recall: differences in within- and between-subjects designs. Mem Cognit (2009) 0.75
Superiority of variable to repeated practice in transfer on anagram solution. Psychon Bull Rev (2008) 0.75
The importance of material-processing interactions in inducing false memories. Mem Cognit (2005) 0.75
Between-list lag effects in recall depend on retention interval. Mem Cognit (2014) 0.75