Published in Med Educ on December 01, 2009
How to learn effectively in medical school: test yourself, learn actively, and repeat in intervals. Yale J Biol Med (2014) 1.30
Repeated testing to improve skills in a pharmacy practice laboratory course. Am J Pharm Educ (2013) 1.21
Test-enhanced learning: the potential for testing to promote greater learning in undergraduate science courses. CBE Life Sci Educ (2015) 1.09
Explicit feedback to enhance the effect of an interim assessment: a cross-over study on learning effect and gender difference. Perspect Med Educ (2012) 1.04
Challenging medical students with an interim assessment: a positive effect on formal examination score in a randomized controlled study. Adv Health Sci Educ Theory Pract (2011) 0.93
Mnemonic strategy training improves memory for object location associations in both healthy elderly and patients with amnestic mild cognitive impairment: a randomized, single-blind study. Neuropsychology (2012) 0.91
Neural correlates of retrieval-based memory enhancement: an fMRI study of the testing effect. Neuropsychologia (2013) 0.88
Ensuring the quality of multiple-choice exams administered to small cohorts: A cautionary tale. Perspect Med Educ (2017) 0.84
Student-directed retrieval practice is a predictor of medical licensing examination performance. Perspect Med Educ (2015) 0.84
Spaced education activates students in a theoretical radiological science course: a pilot study. BMC Med Educ (2012) 0.83
The effects of test-enhanced learning on long-term retention in AAN annual meeting courses. Neurology (2015) 0.83
Retrieval practice enhances new learning: the forward effect of testing. Front Psychol (2014) 0.81
Cumulative assessment: strategic choices to influence students' study effort. BMC Med Educ (2013) 0.80
Characterization of medical students recall of factual knowledge using learning objects and repeated testing in a novel e-learning system. BMC Med Educ (2015) 0.79
Picking the right dose: the challenges of applying spaced testing to education. J Grad Med Educ (2014) 0.79
Promoting an active form of learning out-of-class via answering online "study questions" leads to higher than expected exam scores in General Biology. PeerJ (2015) 0.78
Human structure in six and one-half weeks: one approach to providing foundational anatomical competency in an era of compressed medical school anatomy curricula. Anat Sci Educ (2014) 0.78
A deliberate practice approach to teaching phylogenetic analysis. CBE Life Sci Educ (2013) 0.75
Can Item Keyword Feedback Help Remediate Knowledge Gaps? J Grad Med Educ (2016) 0.75
Assessing basic life support skills without an instructor: is it possible? BMC Med Educ (2012) 0.75
The Future of Medical Education: Assessing the Impact of Interventions on Long-Term Retention and Clinical Care. J Grad Med Educ (2015) 0.75
An Analysis of the Top-cited Articles in Emergency Medicine Education Literature. West J Emerg Med (2016) 0.75
Use of Cumulative Assessments in U.S. Schools and Colleges of Pharmacy. Pharmacy (Basel) (2015) 0.75
The critical importance of retrieval for learning. Science (2008) 6.23
Test-enhanced learning in medical education. Med Educ (2008) 5.82
The critical role of retrieval practice in long-term retention. Trends Cogn Sci (2010) 2.72
Policy forum: studying eyewitness investigations in the field. Law Hum Behav (2007) 2.70
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
A new on-line resource for psycholinguistic studies. J Mem Lang (2004) 1.91
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
Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Mem Cognit (2008) 1.37
Retrieval-induced facilitation: initially nontested material can benefit from prior testing of related material. J Exp Psychol Gen (2006) 1.35
Using popular films to enhance classroom learning: the good, the bad, and the interesting. Psychol Sci (2009) 1.26
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
Negative affective spillover from daily events predicts early response to cognitive therapy for depression. J Consult Clin Psychol (2008) 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
Daily affective reactivity as a prospective predictor of depressive symptoms. J Pers (2005) 1.07
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
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
Childhood abuse, depression, and anxiety in adult psychiatric outpatients. Depress Anxiety (2003) 0.95
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
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
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
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
Survival processing of faces. Mem Cognit (2011) 0.85
The testing effect in free recall is associated with enhanced organizational processes. Mem Cognit (2010) 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
Illusions of competence and overestimation of associative memory for identical items: evidence from judgments of learning. Psychon Bull Rev (2007) 0.85
Genetic influences on free and cued recall in long-term memory tasks. Twin Res Hum Genet (2006) 0.84
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
Memorial consequences of answering SAT II questions. J Exp Psychol Appl (2009) 0.83
Does test-induced priming play a role in the creation of false memories? Memory (2004) 0.83
Does response mode affect amount recalled or the magnitude of the testing effect? Mem Cognit (2013) 0.82
Interference processes in monkey auditory list memory. Psychon Bull Rev (2003) 0.81
Expectation of a final cumulative test enhances long-term retention. Mem Cognit (2007) 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
The production effect in paired-associate learning: benefits for item and associative information. Mem Cognit (2014) 0.78
Effects of cognitive therapy for depression on daily stress-related variables. Behav Res Ther (2009) 0.78
The effect of forced recall on illusory recollection in younger and older adults. Am J Psychol (2006) 0.78
Reconsolidation from negative emotional pictures: is successful retrieval required? Mem Cognit (2012) 0.78
Interfering effects of retrieval in learning new information. J Exp Psychol Learn Mem Cogn (2013) 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
A comparison of study strategies for passages: rereading, answering questions, and generating questions. J Exp Psychol Appl (2010) 0.78
The effect of question order on evaluations of test performance: how does the bias evolve? Mem Cognit (2012) 0.77
Neuropsychological status in older adults influences susceptibility to false memories. Am J Psychol (2012) 0.77
Beliefs and personality disorders: an overview of the personality beliefs questionnaire. J Clin Psychol (2011) 0.76
Positive and negative correlations between confidence and accuracy for the same events in recognition of categorized lists. Psychol Sci (2014) 0.76
Part-set cuing effects in younger and older adults. Psychol Aging (2004) 0.76
The Future of Medical Education: Assessing the Impact of Interventions on Long-Term Retention and Clinical Care. J Grad Med Educ (2015) 0.75
Simultaneous Versus Sequential Presentation in Testing Recognition Memory for Faces. Am J Psychol (2015) 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
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
The effects of "effort after meaning" on recall: differences in within- and between-subjects designs. Mem Cognit (2009) 0.75
Between-list lag effects in recall depend on retention interval. Mem Cognit (2014) 0.75
Superiority of variable to repeated practice in transfer on anagram solution. Psychon Bull Rev (2008) 0.75