| scholarly article | Q13442814 |
| P6179 | Dimensions Publication ID | 1050441810 |
| P356 | DOI | 10.3758/MC.38.8.1009 |
| P698 | PubMed publication ID | 21156865 |
| P5875 | ResearchGate publication ID | 49682247 |
| P2093 | author name string | Sean H K Kang | |
| P2860 | cites work | Reading depends on writing, in Chinese | Q24529565 |
| The effects of tests on learning and forgetting | Q33329635 | ||
| Directed forgetting of visual symbols: evidence for nonverbal selective rehearsal | Q33516470 | ||
| Test-enhanced learning: taking memory tests improves long-term retention | Q34498251 | ||
| The influence of retrieval on retention | Q34541521 | ||
| What types of learning are enhanced by a cued recall test? | Q38398989 | ||
| Impoverished cue support enhances subsequent retention: support for the elaborative retrieval explanation of the testing effect | Q38406530 | ||
| The Power of Testing Memory: Basic Research and Implications for Educational Practice | Q38543573 | ||
| Metacognitive strategies in student learning: do students practise retrieval when they study on their own? | Q42617319 | ||
| Strategies of picture rehearsal: a comment on Proctor's (1983) article | Q45265244 | ||
| Testing beyond words: using tests to enhance visuospatial map learning | Q46071278 | ||
| A mental practice superiority effect: less retroactive interference and more transfer than physical practice | Q46623754 | ||
| Cue strength as a moderator of the testing effect: the benefits of elaborative retrieval. | Q51861600 | ||
| The critical importance of retrieval for learning. | Q51893820 | ||
| Retrieval-induced facilitation: initially nontested material can benefit from prior testing of related material. | Q51910412 | ||
| Different rates of forgetting following study versus test trials. | Q51943136 | ||
| Age-related differences in absolute but not relative metamemory accuracy. | Q52003106 | ||
| Relationships between metamemory, memory predictions, and memory task performance in adults. | Q52057366 | ||
| Rehearsal and storage of visual information | Q52258064 | ||
| Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory? | Q55953698 | ||
| Examining the testing effect with open- and closed-book tests | Q56444292 | ||
| P433 | issue | 8 | |
| P304 | page(s) | 1009-1017 | |
| P577 | publication date | 2010-12-01 | |
| P1433 | published in | Memory and Cognition | Q15763783 |
| P1476 | title | Enhancing visuospatial learning: the benefit of retrieval practice | |
| P478 | volume | 38 |
| Q38674360 | A dual memory theory of the testing effect |
| Q41080689 | Assessing Boundary Conditions of the Testing Effect: On the Relative Efficacy of Covert vs. Overt Retrieval |
| Q41004067 | Cross-modal and intra-modal binding between identity and location in spatial working memory: The identity of objects does not help recalling their locations. |
| Q50616506 | Does the benefit of testing depend on lag, and if so, why? Evaluating the elaborative retrieval hypothesis. |
| Q44808213 | Don't just repeat after me: retrieval practice is better than imitation for foreign vocabulary learning |
| Q46252794 | Effects of testing on learning of functions |
| Q45343440 | How crucial is the response format for the testing effect? |
| Q30710360 | Recovering and preventing loss of detailed memory: differential rates of forgetting for detail types in episodic memory |
| Q50518879 | Test-potentiated learning of motor sequences. |
| Q50769649 | Tests enhance retention and transfer of spatial learning. |
| Q28584645 | The Testing Effect and Far Transfer: The Role of Exposure to Key Information |
| Q30841467 | Towards a Theory of Learning for Naming Rehabilitation: Retrieval Practice and Spacing Effects |
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